BULLETIN  OF  THE 

MISSOURI  STATE 
NORMAL  SCHOOL 

THIRD  DISTRICT 


A COLLEGE  FOR  TEACHERS 
CAPE  GIRARDEAU,  MISSOURI 


Handbook  for  High  School 
Teachers  of  Latin 


1909 


i 


BULLETIN 


OF  THE- 


Missouri  State  Normal  School 

THIRD  DISTRICT 


A COLLEGE  FOR  TEACHERS 


Vol.  10  October,  1909  No.  2 


Handbook  for  High  School 
Teachers  of  Latin 


CAPE  GIRARDEAU,  MISSOURI 

THE  LS3RARY  OF  THE 

-DEC  3 -1938 

UNIVERSITY  OF  ILLINOIS 


Published  by  the  Missouri  State  Normal  School,  Third  District. 
Issued  January,  March,  June,  October  and  December. 

Entered  at  the  Post  Office  at  Cape  Girardeau,  Mo.,  as  Second-class 
Matter. 

Printed  by  The  Evening  News,  Cape  Girardeau.  Mo. 


BOARD  OF  REGENTS. 


LOUIS  HOUCK,  CAPE  GIRARDEAU, 
President. 

L.  J.  ALBERT,  CAPE  GIRARDEAU, 
Secretary. 

WELLS  H.  BLODGETT,  ST.  LOUIS., 
E.  A.  ROZIER,  FARMINGTON, 
MOSES  WHYBARK,  MARBLE  HILL, 
W.  H.  GARANFLO,  NEW  MADRID- 


DEPARTMENT  FACULTY. 

WASHINGTON  STROTHER  DEARMONT,  A.  M.,  Litt.  D-, 

President. 

JOSIAH  BETHEA  GAME,  M.  A.,  Ph.  D.  (Yale), 
Professor  of  Latin  and  Greek. 

ELEANOR  MURDOCH  TYLER,  A.  M.  (Univ.  of  Mo.). 
Instructor  in  Latin. 

HARRIET  JANE  CRAMER,  B.  Pd.  (Mo.  State  Normal  S.), 
Regents’  Scholar,  and  Assistant  in  Latin. 


PREFATORY. 


This  Handbook  has  been  prepared  in  the  interest  of  classical 
studies  in  this  section  of  Missouri,  and  it  is  sent  out  in  the  earnest 
hope  that  it  may  strengthen  the  hands  of  those  faithful  men  and 
women  who  are  teaching  Latin  and  Greek  in  our  high  schools  and 
academies. 

Some  of  the  articles  are  purposely  pedagogical  and  are  in- 
tended to  help  particularly  those  younger  teachers  wdio  have  had 
little  experience  in  handling  classes. 

In  order  that  the  teacher  of  Latin  may  feel  like  throwing  his 
whole  mind,  soul,  and  strength  into  his  work,  it  is  necessary  that 
he  have  a well  established  faith  in  the  educational  value  of  the 
subject  which  he  teaches.  Some  of  the  articles  are  presented  for 
this  specific  purpose  of  establishing  the  teacher  in  his  belief  in 
Latin  as  a vital  force  in  the  great  work  of  education. 

There  is  no  good  reason  why  Latin  should  be  taught  as  a dull, 
heavy,  uninteresting  subject-  A live,  well  equipped  teacher  can 
make  Latin  quite  as  interesting  to  a class  of  average  students  as 
any  other  subject  that  is  worth  teaching.  This  does  not  mean  that 
Latin  can  be  taught  successfully  without  good  hard  work  on  the 
part  of  the  student,  but  the  teacher  who  knows  his  subject  and 
believes  in  it  can  make  it  both  attractive  and  interesting  to  his 
classes.  It  is  hoped  that  some  of  the  suggestions  made  in  rhis 
booklet  may  help  on  this  good  cause. 

Many  of  the  problems  of  the  high  school  Latin  teacher  have 
not  been  touched  upon.  It  is  possible  that  at  a later  date  another 
booklet  of  a somewhat  similar  purport  may  be  issued  by  this  De- 
partment of  the  Missouri  State  Normal  School.  Suggestions  from 
teachers  who  are  interested  in  advancing  the  cause  of  the  Classics 
will  be  gladly  received. 


I am  particularly  anxious  to  be  in  close  touch  with  the  Latin 
teachers  of  this  Normal  District.  I shall  be  glad  to  be  of  any 
service  to  you  within  my  power. 

JOSIAH  B.  GAME. 

Missouri  State  Normal  School, 

Cape  Girardeau,  Mo. 

Oct.  20,  T909. 


‘ '‘And  yet , meager  as  was  my  classical  education , I am 
certain  that  it  has  been  of  great  value , and  that  a classical 
education  should  not  be  dispensed  with  or  much  restricted  as 
an  elemeiit  in  an  all-round  and  substantial  education , not 
merely  of  the  scholar , but  of  the  citizen.  It  lays  the  founda- 
tions of  literary  culture , and  this  is  of  vital  consequence.  It 
puts  the  student  in  touch  and  harmony  with  springs  and 
sources  of  literature.  Without  it,  he  somehow  always  feels 
the  lack  of  this.  It  enlarges  his  background;  it  is  a rock 
under  his  feet;  it  saves  from  the  consciousness  of  something 
behind  unexplored  and  exaggerated  for  better  or  worse.  It 
is  also  one  of  the  most  refreshing  and  wholesome  well- 
s-p rings  of  delight  and  of  the  eternal  life  of  the  human 
mind.  Its  literature  is  monumental  and  imperishable ; and 
as  all  literature  is  inseparable  from  the  personal  elements  of 
its  creators,  whatever  brings  us  into  closer  speech  with  them 
brings  us  closer  to  the  spirit  of  their  works." 

From  the  address  of  Ex- Secretary  fohn  D.  Long,  be- 
fore the  New  England  Association  of  Classical  and  High 
School  Teachers,  December,  1908. 


T 


SANITY  IN  EDUCATION. 

(Extract  from  the  Address  to  the  Graduating  Class  of  the  Mis- 
souri State  Normal  School,  Summer  Commencement,  August  13, 
1909,  by  Professor  J.  B.  Game,  of  the  Department  of  Latin  and 
Greek.) 

3. — Sane  Education  and  the  Man  Himself. 

In  this  connection  it  is  proper  to  call  attention  to  a disposition, 
pronounced  in  some  quarters,  to  make  the  man  himself  the  center 
of  educational  interest.  We  have  had  a somewhat  strenuous  cam- 
paign in  the  interest  of  highly  specialized  scientists,  engineers, 
mechanics  and  operatives,  and  the  end  has  been  fairly  well  at- 
tained, but  there  is  ground  for  complaint  in  the  type  of  men  thus 
obtained.  It  is  being  felt  more  and  more  that  a sane  education 
must  include  primarily  such  development  and  training  as  will  ren- 
der the  man’s  nature  refined  and  ennobled,  will  awake  him  to  lofty 
endeavor,  and  will  bring  him  into  sympathy  with  what  is  noblest 
and  best  in  life, — in  his  own  life  and  in  the  world  in  which  he 
moves.  This  fuller  training  for  a place  in  the  world  as  a complete 
man  is  wholly  independent  of  the  question  of  a training  for  any 
trade  or  profession,  which  it  does  not  exclude,  of  course,  but  the 
emphasis  is  changed  from  an  apparent  essential  to  one  which  the 
whole  world  will  recognize  as  absolutely  real  and  fundamental. 

A man  may  be  a splendidly  trained  farmer,  or  mechanic,  or 
even  professional  man,  and  may  be  able  to  make  money  in  abun- 
dance, but  if  he  is  not  more  than  these  things,  does  life  really  mean 
much  to  him?  Is  he  broadly  sympathetic  with  what  is  best  in  the 
world  of  art  and  letters?  Does  he  see  anything  in  painting,  or 
sculpture,  or  music?  Do  these  have  any  message  for  him?  Does 
he  find  a friend  in  great  books?  Do  the  spirits  of  great  and  good 
men  commune  with  his  spirit  as  he  goes  about  his  daily  toil? 

Rather,  is  there  not  a danger  that  his  life  will  be  hollow? 
that  he  will  be  lacking  in  a spirit  of  true  humility  and  of  appre- 
ciation of  the  rights  of  others?  that  he  will  become  hard,  unfeel- 
ing, ungenerous,  and  self-centered?  that  he  will  be  dependent 
upon  public  amusements  for  his  highest  pleasures?  Will  not  those 
finer  qualities  of  nature  forsake  the  man  who  does  not  cultivate 
them,  in  whose  mind  a permanent  place  has  not  been  prepared  for 
their  indwelling? 


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Missouri  State  Normal  School 


It  is  not  enough  that  a man  be  a good  mechanic,  or  farmer, 
or  even  physician,  or  lawyer,  or  teacher, — his  education  must  stand 
or  fall  by  whether  he  is,  in  addition,  a man  of  broad,  catholic  spirit, 
with  an  appreciation  of  the  higher  and  better  things  of  life,  or 
merely  first,  last,  and  all  the  time,  a servant  of  his  trade  or  pro- 
fession. Nature  has  much  to  do  with  these  qualities,  but  it  is  sub- 
mitted that  an  education  which  neglects  the  culture  element,  which 
fails  to  take  these  native  forces  and  polish  and  refine  them  for  the 
happiness  of  the  possessor,  and  for  the  service  of  the  common 
good,  by  this  neglect  is  a destroyer  of  what  heaven  meant  for  a 
blessing  to  society. 

Professional  training  is  a necessity,  we  all  know,  but  it  should 
not  be  so  coldly  professional,  should  not  so  severely  stress  the 
making  of  a professional  out  of  the  man  that  he  gecomes  not  more 
than  a mechanical  device,  that  he  fails  to  become  a full,  open- 
minded,  generous-hearted  man.  The  training  of  the  man  should 
have  the  first  place,  and  the  training  for  a livelihood  should  be  sec- 
ondary. 

This  severe  application  to  the  material,  to  the  exclusion  of 
higher  things,  is  well  represented  in  a statement  of  Charles  Dar- 
win, as  found  in  his  Autobiography:  “Up  to  the  age  of  30  and  be- 
yond it,  poetry  of  many  kinds,  such  as  the  works  of  Milton,  Gray, 
Byron,  Wordsworth,  Coleridge,  Shelley,  gave  me  great  delight,  and 
even  as  a school-boy  I took  intense  delight  in  Shakespeare.  But 
now  for  many  years  I can  not  read  a line  of  poetry;  I have  tried 
to  read  Shakespeare,  and  found  it  so  intolerably  dull  that  it  nau- 
seated me.  I have  lost  my  taste  for  pictures,  and  for  music.  My 
mind  seems  to  have  become  a kind  of  machine  for  grinding  general 
laws  out  of  a large  collection  of  facts,  but  why  this  should  have 
caused  the  atrophy  of  that  part  of  the  brain  on  which  the  higher 
tastes  depend,  I can  not  conceive.  * * * The  loss  of  these 

tastes  is  a loss  of  happiness,  and  may  possibly  be  injurious  to  the 
intellect,  and  more  probably  to  the  moral  character,  by  enfeebling 
the  emotional  part  of  our  nature.” 

On  this  says  Professor  Walter  Miller,  S.  Ed.  Rev.,  4,  104:  “If 
Charles  Darwin  found  the  loss  of  his  higher  aesthetic  tastes  so 
lamentable,  how  much  more  lamentable  must  be  the  paralysis  of 
the  intellectual  power  when  this  exclusive  devotion  to  the  cultiva- 
tion of  one  side  of  the  intellectual  nature  begins  before  the  mind 
has  fairly  developed.  But  utilitarianism  with  promises  of  material 
wealth  is  ready  with  her  reply:  “Seek  ye  first  money;  culture  after 
wealth,”  and  technical  education  without  the  basis  of  broad  culture 
has  grown  and  spread  to  an  incredible  extent.  Said  President  But- 


Missouri  State  Normal  School 


7 


ler,  ‘Its  essential  narrowness  and  Philistinism  increase  with  its 
success  in  establishing  itself,  and  it  promises  for  a long  time  to 
come  to  assert  its  overwhelming  ascendancy  until  a race  of  men 
shall  come  upon  the  stage  with  about  as  much  religion  as  a thresh- 
ing-machine, and  hardly  more  social  charm  than  a storage  bat- 
tery.’ ” 

But  even  some  of  those  who  have  been  extreme  in  the  claims 
of  applied  science  as  a source  and  means  of  culture  are  abandoning 
their  former  position,  and  statements  such  as  those  made  by  the 
entire  engineering  and  medical  departments  of  the  University  of 
Michigan  give  evidence  of  a returning  sanity  which  is  becoming 
general  throughout  our  country.  The  Board  of  Trustees  of  the 
Massachusetts  Institute  of  Technology  recently  offered  the  presi- 
dency to  the  head  of  the  Latin  department  at  Princeton,  and  the 
fact  was  widely  commented  on  that  they  made  a search  of  the 
classics  departments  of  the  country,  in  hope  of  finding  a man  who 
would  meet  the  demands  of  the  institution.  Failing  to  find  what 
they  did  want,  they  next  took  a man  who  had  been  trained  under 
the  conservative  methods  of  the  English  people,  himself  a professor 
of  Pure  Mathematics. 

4. — Some  Fundamental  Factors  in  Sane  Education. 

In  any  sane  educational  program  there  are  certain  fundamental 
factors  or  elements  which  can  not  be  disregarded  without  loss.  The 
first  of  these  is  the  element  of  time. 

Young  America  (and  sometimes  old  America)  is  in  a hurry, 
and  he  wants  a short  route  to  the  educational  goal.  He  does  not 
object  especially  to  an  education  if  he  can  get  it  on  the  run  and 
painlessly.  Even  good  business  men  scold  the  schools  for  holding 
young  men  so  long,  while  electricity  and  flying-machines  are  mov- 
ing things  in  terms  of  miles  in  place  of  the  rods  of  other  days. 
Sane  education  recognizes  the  fact  that  while  some  things  have 
surpassed  the  rate  of  progress  of  a hundred  years  ago,  still  seed- 
time and  harvest  are  now  just  as  far  apart  as  they  were  in  the 
leisurely  days  of  old  Methuselah,  the  seasons  are  the  same,  and  the 
period  of  physical  development  is  the  same.  Some  processes  can 
not  be  hastened  without  great  loss.  Mental  processes,  mental  de- 
velopment, require  time,  time,  time,  and  there  is  no  escape  from  it. 
It  has  been  well  said  that  when  the  Almighty  wanted  to  make  a 
gourd,  he  needed  but  a few  days  or  weeks,  but  when  he  wanted  the 


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giant  oak  of  the  forest,  he  needed  years  and  even  centuries.  It 
takes  more  time  to  educate  the  whole  man  than  it  does  merely  to 
train  the  hand  to  move  accurately  through  space  and  do  its  me- 
chanical duty,  but  the  whole  man  when  educated  is  not  dependent 
for  life’s  enjoyment  upon  any  outside  world;  he  has  a world,  he  is 
a world  of  himself,  and  stands  of  all  creation,  nearest  in  kind  to 
his  Maker. 

Another  factor  is  that  of  hard  work. 

Students  generally  do  not  like  to  hear  of  this  as  even  a remote 
possibility,  but  there  is  no  escape  from  it.  For  real  education,  for 
culture,  there  is  no  hope  short  of  hard,  persistent  work.  The  way 
to  scholarship  is  rugged  and  steep.  Increasingly  exacting  require- 
ments are  being  made  of  teachers,  as  well  as  of  others,  in  the 
way  of  culture  and  scholarship.  This  disposition  to  stress  real 
scholarship  is  well  illustrated  in  the  new  requirements  which  have 
been  fixed  by  this  institution  for  all  degrees  and  diplomas  after  this 
year.  Hard  work  is  emphasized  as  positively  in  the  schedules  an- 
nounced as  conditions  at  present  will  permit,  and  this  is  one  of  the 
boldest  forward  movements  in  the  history  of  normal  schools  in  this 
country.  Any  promise  of  culture  that  is  not  based  upon  hard  work, 
is  on  its  very  face  a snare  and  a delusion.  There  is  no  education 
that  is  worth  while  within  the  reach  of  human  beings  short  of  pa- 
tient, determined,  ceaseless  endeavor,  coupled  with  a persistent 
concentration  of  the  whole  mental  powers  upon  the  subject  in 
hand. 

Another  factor  is  that  of  immediate  instrument,  i.  e.,  of  the 
subject  studied. 

It  has  been  boldly  argued  that  one  subject  is  just  as  good  as 
another;  that  no  matter  what  one  studies,  it  all  amounts  to  the 
same,  just  so  he  is  studying.  This  is  brother  to  the  idea  which  is 
just  as  sane  and  balanced,  that  no  matter  what  one  eats,  it  is  all 
the  same,  just  so  he  is  eating.  Physical  disaster  in  the  one  case 
is  no  more  certain  and  sure  than  is  mental  disaster  in  the  other. 

In  addition  to  what  I have  already  said  about  unrestricted  elec- 
tion, it  is  in  place  to  say  that  there  are  sane  and  sensible  means 
which  are  known  to  be  able  to  produce  desirable  ends  in  educa- 
tion. As  the  prospective  dentist  has  little  to  hope  for  from  a study 
of  submarine  navigation,  and  ought  not  to  feel  that  this  study 
could  serve  his  purpose,  so  one  who  is  seeking  for  a well  developed 
mind,  a well-rounded  education,  ought  not  to  hope  that  he  can 
reach  his  end  by  the  use  of  means  which  common-sense  wholly  re- 
jects. What  he  needs  is  such  subjects  and  in  such  combinations 


Missouri  State  Normal  School 


9 


as  will  in  a given  time  evenly  develop  the  mental  powers  with 
which  he  is  endowed,  and  he  should  strenuously  avoid  such  sub- 
jects and  such  combinations  as  will,  in  the  light  of  human  reason, 
defeat  his  purpose.  Common  sense  and  common  utility  demand 
that  his  main  dependence  should  be  upon  such  subjects  as  have 
been  tested,  have  a literature  of  permanent  value,  and  are  available 
in  a sufficiently  organized  and  usable  form  for  the  purpose  in  hand. 
There  are  some  subjects  which  never  can  have  any  genuine  litera- 
ture of  their  own,  and  consequently  offer  no  hope  of  taking  a per- 
manent place  in  education.  Some  of  these  are  valuable  arts,  in 
themselves,  and  we  can  not  get  along  without  them,  but  they  have 
no  element  of  a kind  which  can  serve  as  a basis  for  mental  devel- 
opment. An  instance  of  this  kind  is  the  work  of  a mill  operative, 
another  is  sewing,  another  is  typewriting,  and  the  list  can  be  ex- 
tended greatly, — subjects  worthy  of  attention  for  their  own  sake, 
but  they  offer  nothing  in  the  way  of  mental  development,  other 
than  in  the  little  of  theory  which  lies  back  of  them,  and  the  con- 
centration necessary  until  reflex  action  has  taken  hold  of  the  situa- 
tion. Otherwise  our  cotton  mills,  sweat-shops  and  bakeries  would 
be  ranked  as  great  universities  and  centers  of  human  learning. 
Skill  is  one  thing,  and  entirely  different  from  culture  and  real  edu- 
cation. 

For  generations  the  humanities  have  been  the  main  depend- 
ence of  educators,  and  they  served  their  part  well.  A quarter  of  a 
century  ago,  as  I have  indicated,  a swinging  of  the  pendulum  away 
from  the  classics,  in  particular,  began.  This  was  favored  by  the 
large  claims  for  science  as  a utility  subject,  for  it  was  rather  easy 
to  prove  to  any  one  who  knew  nothing  of  classical  training  that  it 
was  not  useful.  Classics  could  not  be  used  to  drive  a mule  with 
(although  there  are  hidden  possibilities),  or  chop  wood,  or  dig 
ditches,  therefore  it  was  not  useful.  Science  could  do  these  things, 
could  formulate  theories  for  these  things,  it  was  said,  therefore 
science  it  must  be.  Recently  I had  occasion  to  look  over  some 
texts  in  science  which  were  my  sources  of  information  in  other 
days,  and,  on  comparing  them  with  the  recent  texts  of  the  same 
subjects,  I found  that  all  my  old  chemistry  and  physics  and  biology 
was  out  of  date,  that  after  all  it  was  not  a utility,  unless  used  be- 
fore it  got  cold.  And  so  of  the  science  of  today.  Ten  years  from 
now  it  will  be  impossible  for  one  who  does  not  keep  up  with  the 
changes  to  feel  sure  that  he  knows  anything  of  these  subjects.  The 
science  of  today  will  not  be  a utility  ten  years  hence. 

Science  got  into  the  harness,  so  to  speak,  by  her  claims  as  a 
utility  subject,  and  her  extreme  devotees  must  bear  with  fortitude 


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some  of  the  criticisms  which  they  have  been,  in  other  days,  fond 
of  giving  to  the  underestimated  humanities.  Science  has  not  made 
good  as  a utility  subject,  except  where  it  is  used  strictly  in  applied 
fields  by  the  limited  number  who  work  in  applied  science.  This 
failure  can  not  be  better  expressed  than  is  done  by  Professor  Hay- 
den in  a recent  article,  from  which  I quote  to  commend: 

“Laboratory  experiments  multiplied  beyond  all  reason;  labora- 
tory manuals  so  minute  in  their  specifications  that  no  place  is  left 
to  the  student  for  that  effort  and  rumination  which  is  indispensable 
to  the  growth  of  strong  mental  tissue;  inadequate  mathematical 
preparation  for  physics  that  makes  the  subject  largely  a juggling 
of  apparatus  and  mechanical  application  of  predigested  formulae 
to  concrete  data;  geometry  boiled  down  until  its  real  essence  and 
spirit — the  intuitive  apprehension  of  spatial  magnitudes — is  com- 
pletely volatilised, — these  are  a few  of  the  results  of  this  feverish 
passion  for  obvious  external  results.  Mere  activity,  mere  busyness 
that  expends  itself  in  tinkering  with  an  infinitude  of  trifling  details, 
is  a sheer  waste  of  time  and  energy.” 

It  must  be  understood  that  I am  not  opposed  to  science,  to 
pure  science,  as  a factor  in  a complete  education.  I believe  in  it 
most  fully,  but  I do  not  believe  that  any  amount  of  science  can 
take  the  place  of  the  cultural  subjects  which  have  been  the  basis 
of  our  educational  training  for  generations.  The  two  supplement 
and  complement  each  other  in  an  educational  system  with  great 
felicity,  and  it  ill  becomes  one  to  undertake  to  crowd  the  other  out 
of  its  proper  place. 

In  this  connection  I may  appropriately  refer  to  an  experience 
in  the  history  of  education  in  Germany.  In  1870  the  German  gov- 
ernment asked  the  University  of  Berlin  to  consider  the  admission 
of  graduates  of  the  Realschule  to  the  university  on  equal  terms 
with  those  of  the  Gymnasium,  whose  training  is  based  largely  on 
the  classics,  indicating  in  this  request  that  the  Realschule  afforded 
an  equivalent  preparation  for  advanced  study.  The  philosophical 
faculty  replied:  “The  non-classical  training  is  incapable  of  fur- 
nishing a preparation  for  academic  studies  equal  to  that  afforded 
by  classical  training;  that  all  efforts  to  find  a substitute  for  the 
classical  languages,  whether  in  mathematics,  or  in  the  modern  lan- 
guages, or  in  the  natural  sciences,  have  hitherto  been  unsuccess- 
ful; that  after  long  and  vain  search  we  must  come  back  finally  to 
the  result  of  centuries  of  experience,  that  the  surest  instrument 
that  can  be  used  in  the  training  of  the  minds  of  the  youth  is  given 
to  us  in  the  languages,  the  literature,  and  the  works  of  art  of 
classical  antiquity.” 


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In  spite  of  this,  the  government  opened  up  the  universities 
to  the  graduates  of  these  technical  high  schools.  After  ten  years 
of  experimenting,  the  entire  faculty,  professors  of  natural  and 
physical  sciences  included,  declared  that  in  spite  of  the  start  gained 
in  scientific  study  by  the  graduates  of  the  technical  schools,  they 
were  speedily  overtaken  by  the  graduates  of  the  classical  institu- 
tions, and  left  in  the  rear.  The  entire  faculty  petitioned  the  gov- 
ernment to  repeal  its  decree  and  admit  to  the  university  only  such 
students  as  had  received  the  training  of  the  classics,  as  the  only 
adequate  training  for  university  study.  On  this  petition  were  the 
names  of  Liebig,  Helmholtz,  Hoffmann,  Rammelsberg,  Mommsen, 
Curtius,  and  others  of  equal  fame.  (Miller,  S.  Ed.  Rev.  4.  100.) 

There  is  developing  a sane  and  healthy  reaction  against  the 
extravagant  pretensions  of  some  of  the  sciences,  and  I have  no 
doubt  that  we  shall  shortly  see  a peaceful  solution  of  the  questions 
involved,  which  shall  accord  to  each  its  proper  field  and  function 
in  the  work  of  education,  without  any  encroachment  upon  the 
other.  A well  educated  man  is  in  need  of  both,  in  due  proportion, 
and  neither  can  be  neglected. 


II. 

THE  CLASSICAL  CONFERENCES  AT  THE  UNIVERSITY 
OF  MICHIGAN. 

Probably  the  most  profitable  and  far-reaching  contribution  to 
the  cause  of  classical  studies  of  recent  years  is  that  of  the  Classical 
Conferences  which  have  been  held  at  the  University  of  Michigan, 
under  the  auspices  of  the  Michigan  Schoolmasters’  Club.  The  first 
conference,  March  29,  1906,  had,  as  the  center  of  interest,  a discus- 
sion of  “The  Value  of  Humanistic,  particularly  Classical,  Studies  as 
a Preparation  for  the  Study  of  Medicine  and  of  Engineering.” 
Among  the  speakers  were  Dean  Vaughan,  Department  of  Medi- 
cine, University  of  Michigan;  Dr.  Charles  B.  G.  De  Nancrede,  Pro- 
fessor of  Surgery;  Dean  William  B.  Hinsdale,  of  the  Homeopathic 
Medical  College,  University  of  Michigan;  Professor  Herbert  C. 
Sadler,  Marine  Engineering,  University  of  Michigan;  Professor 
Gardner  S.  Williams,  Civil,  Plydraulic,  and  Sanitary  Engineering, 
University  of  Michigan;  Joseph  B.  Davis,  Associate  Dean  of  the 
Department  of  Engineering,  University  of  Michigan;  George  W. 
Patterson,  Electrical  Engineering,  University  of  Michigan. 


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The  second  conference,  March  27,  1907,  was  given  to  a consid- 
eration of  “The  Value  of  Humanistic,  particularly  Classical,  Studies 
as  a Preparation  for  the  Study  of  the  Law,  from  the  Point  of  View 
of  the  Profession.”  The  speakers  were  Merritt  Starr,  of  the  Chi- 
cago Bar;  Lynden  Evans,  of  the  Chicago  Bar;  Dean  H.  B.  Hutch- 
ins, Department  of  Law,  University  of  Michigan;  Hon.  Harlow  P. 
Davock,  of  the  Detroit  Bar;  Hon.  Levi  I.  Barbour,  Regent  Uni- 
versity of  Michigan. 

The  subject  before  the  third  conference,  April  1,  1908,  was 
“The  Value  of  Humanistic,  particularly  Classical,  Studies  as  a Prep- 
aration for  the  Study  of  Theology,  from  the  Point  of  View  of  the 
Profession.”  Those  who  spoke  were  President  MacKenzie,  Hart- 
ford Theological  Seminary;  Rev.  A.  J.  Nock,  St.  Joseph’s  Church, 
Detroit;  Professor  Hugh  Black,  Union  Theological  Seminary,  New 
York;  Professor  Francis  W.  Kelsey,  University  of  Michigan;  Pres- 
ident James  B.  Angell,  University  of  Michigan. 

The  fourth  conference  discussed  “The  Value  of  Humanistic, 
particularly  Classical,  Studies  as  a Training  for  Men  of  Affairs.” 
Letters  were  read  from  the  Hon.  James  Bryce,  Ambassador  of  Great 
Britain;  James  Loeb,  formerly  of  Kuhn,  Loeb  & Co-,  New  York; 
William  Sloane,  President  of  W.  and  J.  Sloane,  New  York.  Ad- 
dresses were  made  by  the  Hon.  John  W.  Foster,  Washington, 
D.  C.;  Charles  R.  Williams,  Editor  of  the  Indianapolis  News;  Di. 
Harvey  W.  Wiley,  Chief  of  the  Bureau  of  Chemistry,  Washington, 
D.  C;  Hon.  James  Brown  Scott,  Solicitor  for  the  Department  of 
State,  Washington,  D.  C. 

The  Reports  of  these  conferences  were  published  in  the 
“School  Review,”  and  the  Michigan  Schoolmasters’  Club  was  able, 
through  the  assistance  of  the  Board  of  Regents  of  the  University, 
to  have  reprints  made  for  distribution.  Those  who  desire  copies 
are  asked  to  apply  to  Mr.  Louis  P.  Jocelyn,  Secretary,  So.  Division 
Street,  Ann  Arbor,  Michigan,  enclosing  a two  cent  stamp  for  each 
pamphlet,  postage.  No.  IV  announces  that  the  reprints  of  No.  I 
are  exhausted,  which  is  to  be  regretted,  as  it  is  a very  valuable 
number.  A few  of  II  and  III  are  available,  and  No.  IV,  one  of  the 
very  best  of  the  lot,  is  ready.  No  teacher  of  Latin  who  reads  this 
notice  can  afford  to  delay  in  making  application  for  these  book- 
lets. Nothing  more  helpful  to  a young  teacher  of  the  classics  can 
be  found  anywhere.  In  this  movement  the  Michigan  Schoolmas- 
ters’ Club  is  doing  a great  work  for  sane  education  in  America. 
By  all  means,  apply  for  these  booklets  without  delay. 


With  Compliments  op 


JOSIAH  B.  GAME 


DEPARTMENT  OF  LATIN  AND  GREEK 

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There  are  others,  not  teachers  of  Latin,  who  will  be  interested 
in  these  discussions,  and  for  these  it  would  be  very  profitable  if 
large  extracts  from  all  these  addresses  could  be  given  here,  but 
there  are  some  statements  which  are  so  very  plain  and  sensible 
that  a place  must  be  given  them.  These  extracts  are  taken  out  of 
their  setting  and  much  of  their  force  is  consequently  lost.  How- 
ever, there  is  still  a real  value  in  these  excerpts  as  they  are  copied 
below: 


i. — Dean  Vaughan,  No.  I,  pp.  390-391: 

Although  we  cannot  define  mind,  we  know  something  of  its 
modus  operandi.  We  know  that  the  pyramidal  cells  of  the  cortex 
of  the  brain  must  be  brought  into  relation  with  the  non-ego;  that 
this  connection  can  be  made  only  through  the  nervous  mechanism 
of  the  special  senses,  and  that  this  machinery  does  fine  and  effect- 
ive work  only  when  nicely  adjusted  under  the  guidance  of  long 
experience.  Like  the  gastric  cells,  the  pyramidal  cells  of  the  brain 
atrophy  with  disuse,  as  happens  when  fed  upon  predigested  food; 
and  if  I may  express  an  opinion  here  parenthetically,  I will  state 
that  too  much  of  this  kind  of  pabulum  is  dealt  out  to  the  young 
in  both  our  secondary  and  higher  institutions  of  learning.  There 
has  been  found  nowhere  a better  training  for  the  thinking  appa- 
ratus of  the  young  than  the  study  of  Latin  and  Greek.  The  great 
number  and  variety  in  the  inflections  of  noun  and  verb  render  close 
attention  an  absolute  necessity,  and  this,  in  and  of  itself,  is  of  the 
greatest  value  in  an  educational  way.  Carelessness  and  super- 
ficiality are  incompatible  with  any  thorough  study  of  Greek  and 
Latin.  Besides,  with  the  close  attention  that  the  student  must 
give  to  the  variations  in  the  structure  of  words,  he  soon  begins  to 
perceive  that  these  indicate  variations  in  the  shade  of  meaning,  and 
then  the  joy  of  study  takes  possession  of  the  student.  His  ob- 
servation is  sharpened,  his  perception  becomes  more  delicate,  and 
he  finds  increased  pleasure  in  the  intensity  with  which  he  seeks 
fully  and  correctly  to  interpret  the  author’s  meaning.  And  this 
habit  of  close  observation,  of  attention  to  detail,  of  looking  for  fine 
distinctions  and  shades  of  difference,  and  the  alertness  of  mind 
possessed  by  an  individual  of  this  habit,  will  be  of  inestimable  serv- 
ice to  him,  should  he  choose  medicine  for  his  profession,  both  in 
his  experimental  work  in  the  laboratory  and  at  the  bedside  of  his 
patient.  This  point  in  favor  of  the  study  of  Greek  and  Latin,  it 
seems  to  me,  is  not  easily  overestimated.  Indeed,  the  progress 
of  medicine  is  determined  largely  by  the  accuracy  and  precision 


* 


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with  which  observations  are  made.  The  careless  or  the  superficial 
man  is  not  suited  either  to  the  practice  of  medicine  or  to  the  con- 
duct of  experiments  for  the  elucidation  of  medical  problems. 

2 — Dean  Vaughan,  No.  I,  p.  393: 

I have  given  thus  briefly  and  imperfectly  some  of  the  reasons 
of  a practical  character  as  to  the  value  of  Greek  and  Latin  to  the 
prospective  medical  student.  There  is  much  more  that  might  be 
said.  The  boy  who  has  not  studied  these  languages  has  missed 
the  full  and  satisfying  pleasure  that  comes  to  him  who  reads  in  the 
original  the  wonderful  epic  of  Homer  and  the  stately  lines  of  Vir- 
gil, has  caught  the  full  force  of  the  eloquence  of  Demosthenes  and 
of  Cicero,  has  had  a bout  with  Horace  and  helped  Caesar  build  his 
wonderful  bridge;  and  mirabile  dictu,  I believe  that  the  boy  who 
has  had  the  wider  view  given  by  a study  of  the  classics  will  be  all 
the  stronger  in  both  experimental  and  practical  medicine  on  ac- 
count of  the  knowledge  and  wisdom  gained  from  the  wise  men  of 
Greece  and  Rome. 

3. — Professor  Williams,  No.  I,  pp.  410-41 1: 

The  information  that  a student  absorbs  during  the  early  days 
of  his  life,  after  all  is  said  and  done,  is  not  such  a very  important 
thing.  A great  deal  of  it  will  very  likely  cease  to  be  accepted  as 
correct  information  before  he  has  gotten  through  college,  particu- 
larly if  it  is  along  many  of  the  scientific  lines.  We  should,  there- 
fore, even  in  the  high  school,  look  more  to  developing  and  direct- 
ing the  students’s  mind,  than  to  filling  it  with  miscellaneous  bits 
of  information  here  and  there. 

If  I were  to  say  what  would  best  comprise  the  preparation  of 
the  student  for  the  engineering  course,  at  this  time;  if  I were  to  lay 
out  four  years’  work,  it  would  be  something  along  this  line,  assum- 
ing that  the  student  carries  four  major  subjects  each  year. 

I should  put  first  for  the  first  year:  English  grammar,  com- 
position, and  spelling — do  not  forget  the  spelling.  I think  I would 
put  next  arithmetic,  because  the  student  should  get  through  arith- 
metic in  the  earlier  part  of  his  course.  He  should  be  thoroughly 
trained  in  it  in  the  grammar  school,  because,  although  arithmetic 
is  a true  science,  a great  many  things  in  it  must  be  actually  learneo, 
must  be  impressed  upon  the  student’s  memory.  He  will  not  have 
time  in  after-life  for  counting  up  to  discover  that  two  and  two 
make  four,  or  figuring  out  the  multiplication  tables.  He  must  know 
them.  I would  put  next  in  the  first  year  Latin,  and  then  I would 
put  history. 


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Going  to  the  second  year,  I would  put  Latin  first,  I would  put 
algebra  second  and  I think  I would  introduce  physics,  elementary 
physics,  because  then  it  is  time  that  the  pupil  should  begin  to  ap- 
preciate some  of  the  laws  of  nature.  I should  prefer  history  to 
make  up  the  last  study,  but  out  of  deference  to  some  of  my  scien- 
tific friends  I would  submit  to  biology. 

Third  year:  Latin  first,  algebra  second,  English  composition 
and  rhetoric  third;  then  another  language,  either  German  or  Greek 
— it  would  not  be  French.  Not  that  I have  anything  against  French, 
but  if  one  has  a thorough  foundation  in  Latin,  French  comes  too 
easily  to  warrant  any  time  in  its  acquisition  in  the  high  school. 

For  the  fourth  year  I would  put  Latin  first,  geometry  second; 
then  I would  put  English  literature,  the  reading  and  the  speaking 
of  the  masters  of  English — and  I consider  this  a very  important 
one  of  the  branches;  the  understanding  of  a great  language,  the 
foundation  of  an  accurate  vocabulary,  the  development  of  a taste 
for  something  besides  the  vernacular.  What  we  need  today  is  less 
of  the  dialect  and  more  of  the  pure  English.  It  would  be  better  for 
our  language,  if  those  who  are  seeking  to  perpetuate  the  dialect  of 
the  plains  and  of  the  “poor  white  trash”  of  the  South  would  cease 
their  efforts,  and  let  us  get  back  to  the  language  of  Thackeray  and 
Scott.  Then  as  a fourth  branch  I would  put  in  either  German  or 
Greek. 

In  closing,  it  may  be  well  to  state  what  inclines  me  so  strongly 
to  Latin.  My  father  did  not  have  an  opportunity  to  study  it,  but 
he  thought  that  it  was  wise  that  his  son  should,  and  a portion  of 
my  time  in  the  high  school  was  devoted  to  that  subject-  With  a 
retrospect  of  twenty  years,  it  seems  to  me  I am  warranted  in  say- 
ing that  I could  have  better  spared  any  other  course  that  I took 
in  high  school  than  the  Latin.  If  something  must  have  gone,  if  I 
could  have  taken  but  three-fourths  of  the  subjects  that  I took,  the 
Latin  would  be  first  and  foremost,  the  one  thing  that  would  not 
have  been  left  out. 

4 — Mr.  Starr,  No-  II,  pp.  414-415: 

The  objection  that  the  classics  are  uninteresting,  hard,  and  dry, 
is  put  forth  by  the  boy  himself.  And  from  every  point  of  view  we 
give  this  objection  too  much  importance.  But  to  the  active  prac- 
ticing lawyer  I beg  to  say  that  this  is  an  important  element  in  their 
value. 

A lawyer  must  needs  study  uninteresting  old  statutes,  dry  and 
ancient  blue  books,  stupid,  antiquated  ordinances,  early  black-letter 


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precedents,  to  find  out  what  the  law  is  and  what  his  client’s  rights 
are.  Unless  he  can  study  alertly,  patiently,  and  discriminatingly  all 
these  uninteresting,  hard,  and  dry  sources  of  the  law  and  bases  ot 
rights,  he  will  never  reach  the  higher  walk  of  his  profession.  Many 
men  have  natural  aptitude  for  this.  Many  men  have  such  superior 
ambition  and  industry  that  they  will  learn  how  to  do  this  work 
when  the  necessity  for  it  overtakes  them.  Of  them  we  do  not 
speak.  But  for  the  average  youth  who  aims  to  become  a lawve.r 
there  is  great  need  that  he  be  given  special  training  in  the  inter- 
pretation of  documents  which  are  uninteresting,  hard,  and  dry.  He 
will  have  no  end  of  it  to  do  in  his  profession.  He  should  conquer 
this  preliminary  difficulty  before  he  enters  upon  his  work.  And 
while  hard  work  for  hard  work’s  sake  is  a solecism,  hard  work 
in  something  worth  while,  for  the  strength  and  skill  to  be  gained 
thereby,  is  the  essence  of  all  disciplinary  education.  And  this  ap- 
plies to  the  study  of  the  classics  by  the  would-be  lawyer. 

5. — Mr.  Evans,  No.  II,  pp.  421-422: 

Another  important  desideratum  in  the  training  of  a lawyer 
is  accuracy  of  interpretation.  While  one  is  studying  Latin  and 
Greek  he  is  being  trained  in  a method  very  like  that  which  he  must 
pursue  in  construing  a law.  Pick  up  a statute  just  enacted,  and 
begin  to  study  it  carefully  to  find  out  what  its  full  meaning  and 
effect  is,  and  you  are  doing  precisely  the  same  thing  as  when  you 
take  a passage  of  Livy  or  Tacitus  and  endeavor  to  find  its  exact 
meaning  Every  word  must  be  weighed,  and  the  point  of  its  posi- 
tion in  the  sentence  determined.  The  effect  of  former  laws  in  a 
case  is  like  the  effect  of  the  preceding  sentences  or  the  context; 
and  the  meaning  of  that  sentence  as  related  to  the  following  sen- 
tences, as  to  whether  it  makes  a complete  story,  is  like  the  con- 
sideration of  full  meaning  of  the  statute  itself  in  connection  with 
the  rest  of  the  substantive  law  on  the  question  involved-  This  de- 
termination of  the  meaning  of  statutes  is  one  of  the  most  practical 
duties  of  a lawyer.  It  will  hardly  be  maintained  by  anyone  that, 
as  a preparation  for  this  sort  of  wor,k  the  natural  sciences  or  math- 
ematics will  have  a practical  value  in  training  equal  to  that  of 
Greek  and  Latin. 

6 — Dean  Hutchins,  No.  II,  pp.  426-428: 

The  foregoing,  by  way  of  introduction,  leads  naturally,  I think, 
to  the  suggestion  that  I desire  to  emphasize,  namely,  that  prepa- 
ration for  the  law  should  be  made  by  the  study  of  such  subjects  as 
will  train  a man  to  acquire  easily  and  rapidly,  and  to  think  logically 


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and  independently.  And,  in  my  judgment,  the  subjects  the  study 
of  which  tends  to  the  development  of  these  qualities  are  those 
which  require  of  the  student  strenuous,  painstaking,  and  persistent 
effort  for  their  mastery.  If  I could  regulate  the  preparation  of  law 
students,  I would  eliminate  from  the  course  all  predigested  and 
specially  prepared  foods,  and  I would  give  the  young  man  some- 
thing that  would  demand  earnest  effort  on  his  part  to  assimilate. 
While  I believe  in  and  advocate  a thorough  college  course  as  a 
preparation  for  the  study  of  law,  and  while  I hope  that  the  time  Is 
not  far  distant  when  such  a course,  or  its  equivalent,  may  be  made 
a prerequisite  for  legal  study,  I am  frank  to  say  that  the  young 
man  who  has  a thorough,  old-fashioned  classical  and  mathematical 
preparation  for  college  is,  in  my  judgment,  much  better  fitted  for 
the  study  of  law  than  is  the  man  who  during  four  years  in  college 
has  dissipated  his  energy  and  weakened  his  power  to  think  clearly 
and  logically  by  desultory  and  pointless  work  in  “snap”  courses 
that  require  little  or  no  effort  on  his  part.  But  I wish  it  under- 
stood that  in  making  this  statement,  I do  not  intend  a criticism  of 
the  elective  system  as  such,  for  I believe  in  it,  but  I believe  also 
that  it  should  always  be  so  supervised  and  regulated  that  discip 
linary  subjects  predominate  during  at  least  the  first  half  of  the 
course.  Under  such  a plan  the  student  comes  to  the  specialized 
work  of  the  last  two  years  with  a quickened  and  strengthened 
mind  and  an  informed  judgment. 

And  it  is  because  the  preparatory  study  of  the  law  student 
should  be  of  the  strenuous  kind  that  the  ancient  classics  may  well 
take  a prominent  place  in  the  preliminary  course.  There  can  be 
no  question,  I think,  as  to  their  disciplinary  value.  It  is  quite  im- 
possible for  one  to  master  the  elements  of  Latin  or  Greek,  and  to 
attain  a reading  familiarity  with  either  of  those  languages,  without 
a painstaking  and  continuous  mental  effort-  There  must  be  a per- 
sistent training  of  the  memory  and  a constant  exercise  of  the  judg- 
ment. For  the  prospective  lawyer  there  can  be  no  better  discipline 
than  that  which  comes  from  the  discriminating  effort  involved  in 
careful  translation.  The  lawyer’s  professional  life  must  be  largely 
devoted  to  the  interpretation  of  the  law,  and  to  the  preparation 
and  interpretation  of  legal  instruments;  and  the  greater  his  skill  in 
the  use  of  language  and  in  discovering  shades  of  meaning,  the 
greater  his  effectiveness.  But,  putting  all  this  aside  and  conceding, 
for  the  moment,  that  the  study  of  the  ancient  classics  is  without 
practical  value,  and  that  whatever  we  learn  of  them  is  soon  forgot- 
ten, we  still  cannot  escape  the  fact  that  the  mental  power  and 


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effectiveness  that  are  the  results  of  that  study  remain  with  the  man 
and  become  a part,  and  a very  large  part,  of  his  equipment  for  the 
activities  of  life. 

7. — Mr.  Davock,  No.  II,  pp.  430-431: 

I was  impressed  with  the  idea,  advanced  by  one  of  the  speak- 
ers a year  ago,  that  Latin  and  Greek  are  almost  always  taught  by 
trained  teachers.  The  German  and  French  course,  when  properly 
presented,  is  most  valuable,  but  the  average  of  teaching  in  the  mod- 
ern languages  is  not  so  high  as  in  the  ancient,  and  the  spoken 
language  is  much  more  easily  acquired.  The  competent  clerk  or 
waiter  in  France  and  Germany,  on  account  of  his  environment, 
must  write  or  speak  English;  but  this  does  not  mean  scholarship. 
You  stand  amazed  at  the  fluency  with  which  a young  miss  with  an 
English  accent  explains  to  you  the  Palais  de  Justice  at  Brussels, 
and  find  that  she  learned  our  language  by  visiting  a sister  in  Lon- 
don for  two  or  three  months.  The  man  who  succeeds  in  life  is  he 
who  has  gained  the  command  of  his  own  mental  processes  through 
close,  hard  work,  such  as  is  inseparable  from  the  study  of  Latin, 
Greek,  and  mathematics. 

The  question  when  and  how  far  Latin  and  Greek  should  be 
studied  may  be  left  for  determination  to  the  educational  expert,  but 
I wish  to  enter  my  protest  against  the  apparent  ease  with  which 
other  studies  at  the  present  time  can  be  substituted.  The  substi- 
tuting of  superficial  polish  for  deep  culture — the  substituting  of  a 
kind  of  Chautauqua  or  lyceum  course  of  lectures  for  the  rigid  train- 
ing of  classics,  mathematics,  and  philosophy — is  to  my  mind  the 
imminent  peril  which  presents  itself  in  the  present  type  of  college 
and  university  curriculum,  and  surely  for  no  profession  is  sound 
and  thorough  preliminary  study  more  needed  than  for  the  law. 


8.— Mr.  Barbour,  No.  II,  pp.  433-434: 

Aside  from  the  point  of  view  of  the  professions,  the  value  of 
the  humanistic  studies  as  making  life  worth  living  ought  to  be  em- 
phasized. These  studies  are  of  more  value  than  any  others  for  the 
character  which  they  give  to  life. 

In  this  country  we  have  made  a very  grave  mistake  in  reducing 
the  requirements  for  the  bachelor  of  arts  degree  so  that  almost  any 
study,  or  a half-dozen  miscellaneous  studies  pursued  as  the  student 
may  desire,  will  entitle  him  to  this  degree:  that  is,  to  a reputation 
for  knowing  something  which  he  does  not  know,  and  of  having 


Missouri  State  Normal  School 


19 


earned  something  that  he  has  not  earned.  I should  like  to  go  back 
to  the  old  condition  of  things,  when  the  degree  of  bachelor  of  arts 
meant  classical  education. 


9. — Mr.  Loeb,  No.  IV,  pp.  7-8: 

The  great  and  legitimate  aim  of  a business  man  is  to  make 
money,  to  provide  for  himself  and  his  family  such  luxuries  and 
comforts  as  his  tastes  and  social  standing  demand.  But  when  a 
man  has  reached  the  goal  of  his  desires,  when  he  has  made  his  pile 
and  wants  to  enjoy  it,  then  comes  the  time  for  the  making  of  the 
real  and  only  Balance  Sheet.  Then  he  must  ask  himself,  “What  are 
my  resources,  now  that  I have  everything  that  money  can  buy? 
What  are  my  spiritual  and  intellectual  assets?  How  can  I best 
spend  what  is  left  to  me  of  life?”  Lucky  is  the  man  whose  early 
training  fits  him  for  something  more  than  the  golf-field,  or  the 
tennis-court,  and  for  something  better  than  the  gaming-table  when 
his  days  of  business  activity  are  over.  He  can  taste  the  gentler 
pleasures  that  await  him  in  his  study  and  by  the  blazing  hearth-fire. 
His  Sophocles  or  his  Homer  or  his  Catullus  will  make  the  winter 
of  life  seem  like  its  early  spring  when  the  greatest  struggle  he  knew 
was  with  the  elusive  rules  of  grammar  and  syntax.  This  busy 
world  of  ours  cannot  stop:  it  will  always  whirl  and  rush  and  hus- 
tle. But  some  of  us — and  the  more  the  better — must  learn  that  on 
one  side  of  the  rushing  stream  of  life  lie  the  peaceful  backwaters, 
in  which  the  clouds  and  the  sun,  the  shrubs  and  the  birds  of  the 
air  appear  reflected  in  their  true,  undistorted  image,  gently  floating 
on  the  limpid  pool  of  reverie. 


10. — Mr.  Sloane,  No.  IV,  p.  9: 

Again,  a business  man  who  has  had  a classical  education  can- 
not fail  to  remember  with  reverence  and  affection  those  patient, 
consecrated  men  who  taught  him  Latin  and  Greek,  and  awoke  in 
him  a love  for  the  beautiful.  Such  men  as  these,  with  ideals,  he 
perhaps  no  longer  meets  in  his  daily  vocation.  With  the  passing 
years  he  may  have  forgotten  the  very  names  of  the  Classics  he 
read  at  college,  but  the  memory  of  those  days,  of  those  men,  of 
their  enthusiasm  in  their  work,  has  had  its  effect  on  the  man  him- 
self and  he  is  better  for  it,  and  I believe  a better  business  man,  too, 
for  unconsciously  he  has  acquired  something  which  he  values  as  a 
precious  possession,  a something  which  distinguishes  him  from  his 
fellows  and  makes  him  singularly  happy  in  his  work. 


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ii. — Mr.  Williams,  No.  IV,  pp.  22-24: 

Now,  in  my  opinion,  there  is  no  other  way  by  which  students 
can  come  to  so  thorough  a knowledge  of  the  powers  and  possibili- 
ties of  the  English  language,  to  working  familiarity  with  its  ample 
vocabulary,  to  a comprehension  of  slight  distinctions  of  significance 
in  its  profusion  of  synonyms,  to  a precise  discrimination  among  its 
wealth  of  epithets,  and  to  ease  of  movement  in  marshaling  word 
and  phrase  in  orderly  formation,  that  is  to  be  compared  with  the 
study  of  Greek  and  Latin.  Every  hour  with  text  and  lexicon  and 
grammar,  every  exercise  in  classroom,  becomes  a practice,  an  ex- 
perimenting, a successful  engagement  in  what  Mrs.  Malaprop 
thought  she  was  saying  when  she  boasted  of  her  aptitude  for  “a 
nice  derangement  of  epitaphs.”  At  a period  of  his  development 
when  a student  has  few  thoughts  of  his  own  to  express,  and  scant 
power  to  express  even  what  thoughts  he  has,  he  has  placed  in  his 
hands  a masterpiece  of  the  world’s  literature  couched  in  alien 
idiom  and  surcharged  with  allusions  to  customs  and  traditions  and 
events  remote  from  his  cognition  or  experience.  For  high  thought 
and  strange  form  and  antiquated  mode  he  must  find  adequate  in- 
terpretation and  expression  in  his  own  language.  Almost  imper- 
ceptibly he  finds  his  range  of  expression  amplified;  his  appreciation 
of  delicate  shades  of  thought  quickened;  his  vocabulary  expanding; 
his  sense  of  the  value  of  words,  inherited  from  the  Greek  and  the 
Latin,  deepened;  his  ability  to  think  more  clearly  and  to  give  utter- 
ance to  his  thought  with  propriety  and  precision  vastly  augmented- 
In  all  his  efforts  to  translate  the  classical  authors  he  has  been 
sounding  the  depths  and  exploring  the  heights  of  his  own  ver- 
nacular. He  has  been  away  for  the  time  at  any  rate  from  the 
flippancies  and  irrelevancies  and  slang  of  the  campus  and  the  ath- 
letic field  and  drinking  large  draughts  from  the  well  of  English 
undefiled.  He  may  have  thought  he  was  only  trying  to  learn  Greek 
and  Latin,  but  all  the  time  he  was  perfecting  himself  in  the  mastery 
of  English,  perfecting  himself  in  the  power  of  precise  and  accurate 
statement,  of  adequate  and  appropriate  expression.  If  any  man 
hopes  to  be  a leader  in  the  practical  life  of  the  time  he  must  have 
the  power  to  think  straight  and  to  give  forceful  utterance  to  his 
thought. 

For  the  man  that  seeks  to  be  a leader  in  the  practical  life  of 
the  world  the  study  of  the  Humanities,  of  Greek  and  Latin,  is  to 
be  recommended  and  urged,  therefore,  because  of  the  thorough 
understanding  and  mastery  of  English  that  it  gives;  because  of 
the  discipline  of  the  intellectual  powers  it  affords,  in  determining 
the  precise  meaning  of  an  author’s  discourse;  because  of  the  knowl- 


Missouri  State  Normal  School 


21 


edge  gained  of  the  sources  of  our  own  language,  our  institutions, 
and  our  culture;  because  of  the  cultivation  of  taste  that  comes 
thereby  in  all  that  is  high  and  fine  in  literature  and  art;  because  of 
the  wider  vision  it  gives  to  the  spirit  of  men,  and  because  it  deepens 
one’s  sense  of  the  continuity  of  culture,  of  the  solidarity  of  the 
race,  of  our  debt  to  the  past,  and  so  of  our  obligation  to  the  future. 
It  makes  a man  more  a man,  the  more  he  knows  of  what  men 
aforetime  have  borne  and  done  and  thought.  The  most  practical 
man,  in  the  final  survey  of  human  life,  is  the  one  that  puts  the  em- 
phasis on  man  and  not  on  practical;  who  is  never  too  absorbed  in 
the  cares  and  triumphs  of  life  to  ask  himself  soberly  now  and  then: 
“What  shall  it  profit  a man,  if  he  shall  gain  the  whole  world,  and 
lose  his  own  «?ou1?” 


III. 

THE  INCREASING  INTEREST  IN  LATIN. 

High  school  teachers  of  Latin  are  frequently  called  upon  to 
defend  their  subject  by  some  wiseacre  who  assumes  to  be  an  au- 
thority on  what  the  whole  world  should  and  should  not  study.  We 
are  often  told  that  other  subjects  are  taking  its  place,  that  in  a few 
j^ears  Latin  will  be  cast  out  of  the  schools,  altogether! 

Those  who  are  really  interested  in  getting  at  the  truth  of  the 
matter  are  urged  to  turn  to  pages  1050-52  of  the  Report  of  Com- 
missioner Brown,  of  the  United  States  Bureau  of  Education,  for 
the  year  1907.  The  statistics  there  given  are  so  important  and  so 
full  of  enlightenment  that  they  deserve  to  have  the  attention  of 
every  school  man  in  our  country.  Page  1050  gives  the  exact  per 
cent  of  students  in  public  high  schools  studying  the  various 
branches,  page  1051  gives  that  of  private  high  schools,  and  page 
1052  gives  the  per.  cent  of  the  total  number  of  students  in  both  pub- 
lic and  private  high  schools  studying  the  different  branches.  The 
time  covered  in  the  statistics  is  from  1889-90  to  1905-6,  inclusive. 

In  1889-90,  33.62  per  cent  of  all  high  school  students  in  the 
United  States  studied  Latin.  This  per  cent  increased  year  by  year, 
almost  regularly,  and  in  1905-6  had  reached  50.17  per  cent.  In 
Wisconsin,  Michigan,  and  Illinois,  the  percentage  has  remained 
about  the  same  during  this  period.  Leaving  these  states  out  of  ac- 
count, the  states  comprising  the  Middle  West  show  that  63  per 
cent  of  all  high  school  students  are  studying  Latin.  Greek  shows 


22 


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a decline,  from  432  to  1.85,  which  is  partly  due  to  a lack  of  facili- 
ties afforded  by  the  high  schools,  partly  to  other  causes.  Colleges 
and  universities  are  generally  offering  preparatory  courses  in  Greek 
in  order  to  make  up  for  the  lack  of  opportunity  in  the  high  schools. 
French  increased  from  9.41  to  11.12,  and  German  from  11.48  to 
21.04  per  cent.  The  sciences  all  show  a large  decrease.  Algebra, 
Geometry,  English,  and  History,  show  a healthy  increase. 

The  decrease  in  the  per  cent  of  students  in  the  sciences  will  be 
a surprise  to  many,  particularly  those  who  continually  sing  the 
song  of  the  “practical”  education,  but  it  is  in  reality  one  of  the 
healthiest  indications  in  the  situation.  Many  of  the  very  best  teach- 
ers of  science  are  urging  the  high  schools  to  hold  the  students  to 
the  standard  subjects,  language,  mathematics,  and  the  like,  and  let 
the  science  studies  wait  until  they  are  prepared  to  do  something 
more  than  move  bottles  and  instruments  around  and  litter  up  th? 
laboratory.  The  loss  of  science  in  the  high  school  merely  indi- 
cates a sane  adjustment  by  which  real  science  work  in  the  college 
and  technical  school  takes  the  place  of  what  has  been,  in  some  high 
schools,  merely  a pretense,  or  worse.  This  time  given  up  by  the 
sciences  in  the  high  schools,  is  distributed  among  subjects  which 
young  students  can  study  with  every  assurance  of  profiting  thereby. 

We  insist  that  these  statistics  are  worthy  of  careful  study. 

For  those  high  schools  which  are  at  sea  as  to  the  relative 
values  of  subjects  in  the  curricula,  we  most  strongly  commend  the 
recommendation  of  the  Committee  of  Ten  (1893)  as  given  on  page 
1049  of  this  same  Report  for  1907.  Nothing  better  has  been  done 
as  yet. 


IV. 


THE  BEARING  OF  THE  CLASSICS  UPON  ENGLISH 
LITERATURE. 

Those  who  have  read  the  reports  of  the  Classical  Conferences 
held  at  the  University  of  Michigan  have  noticed  the  frequent  ref- 
erences made  by  various  speakers  to  the  very  large  benefits  which 
a student  of  English  derives  from  a knowledge  of  Greek  and  Latin. 
Only  those  who  know  these  languages  are  prepared  to  estimate 
their  bearing  upon  English. 


Missouri  State  Normal  School 


23 


A most  interesting  contribution  to  this  phase  of  the  classics 
is  found  in  some  facts  collected  by  Professor  F.  J.  Miller,  Ph.  D., 
of  the  University  of  Chicago.  This  investigation  was  concerned 
with  the  use  of  mythological  references  by  the  authors  examined. 
These  furnish  most  valuable  and  comprehensive  evidence  of  the 
extent  to  which  some  of  our  best  literature  is  bound  to  the  class- 
ics. He  has  made  a card  catalogue  of  the  mythological  references 
in  a good  large  number  of  the  English  poets  and,  in  round  num- 
bers, these  sum  up  as  follows: 


Spenser  . . 650 

Byron  . . . 450 

Shelley  . . . 325 

Robt.  Bowning  ...  250 

Tennyson  . . . 225 

Pope 200 

Wm.  Morris  . 200 

Ben  Jonson  . . . 200 

Hood  . 200 

Swinburne  . . 175 

Mrs.  Browning  . 100 

Matthew  Arnold  . . . 100 

J.  G.  Saxe 100 

Holmes 80 

Clough  . . . 80 

Rosetti  . . . 75 

Herrick  ...  75 

Campbell  . 75 

Longfellow  . • . 50 

Cowper 50 

Lowell  . . . 50 

Whittier  . . 50 

Poe  40 

Bryant  . . . 30 


It  is  well  known  that  Shakespeare  and  Milton  make  very  large 
use  of  mythological  references,  but  Professor  Miller  has  made  no 
estimate  of  these  as  yet. 

It  may  be  objected  that  a knowledge  of  mythology  can  be  had 
without  a study  of  the  classics.  This  is  partly  true,  but  it  is  proper 
to  reply  that  unfortunately  very  few  who  do  not  study  the  classics 
give  the  time  and  effort  necessary  for  obtaining  a knowledge  of 
mythology.  Even  when  time  and  effort  are  expended,  the  results 
obtained  from  such  a study  of  mythology  out  of  its  natural  setting 


24 


Missouri  State  Normal  School 


are  rudimentary  and  of  comparatively  little  service.  Dictionaries, 
encyclopedias,  and  handbooks  of  mythology  are  of  easy  access, 
but  generally  they  are  not  used  by  those  who  are  reading  an 
English  author  for  the  pleasure  of  the  reading.  Suppose,  however, 
such  a reader  should  find  a reference  to  some  character  in  mythol- 
ogy and  should  open  his  encyclopedia.  Take  a reference  to 
Juno,  for  instance.  He  would  see  her  described  as  “One  of  the 
goddesses  of  the  Romans,  identical  with  Here  of  the  Greeks,  wife 
and  sister  of  Jupiter,”  with  possibly  something  more  in  the  same 
strain.  The  reader  returns  to  his  book  and  takes  up  the  thread  of 
his  narrative  with  this  vague  idea  of  Juno  in  mind.  But  one  who 
has  followed  Juno  through  the  Iliad  of  Homer  and  the  Aeneid  of 
Vergil  has  another  kind  of  idea  of  what  Juno  represents,  and  he 
reads  with  this  knowledge  and  gets  vastly  more  out  of  his  reading 
than  the  one  who  knows  nothing  more  than  he  gets  from  his  book 
of  reference.  The  student  of  the  classics  is  able  to  enter  into  the 
full  thought  of  the  writer  and  he  thus  really  enjoys  the  larger 
world  which  the  other  reader  never  enters. 

What  has  been  said  of  mythological  references  in  particular 
holds  of  classical  references  in  general  throughout  English  litera- 
ture- No  writer  who  has  known  the  history,  life  and  literature  of 
the  ancients  can  fail  to  make  use,  now  and  then  at  least,  of  the 
rich  illustrative  materials  so  abundantly  at  hand. 

The  value  of  such  a knowledge  of  classical  matters  is  readily 
seen  by  reverting  to  the  two  readers  referred  to  above.  Both  read 
of  a “Trojan  horse,”  “some  wily  Sinon,”  a real  “Sabine  farm,”  or 
something  of  the  kind,  and  from  the  reference  book  one  gets  an 
unsatisfactory  explanation,  if  indeed  his  search  for  information  is 
rewarded,  for  he  may  not  know  where  to  look,  while  the  other, 
without  interruption,  finds  real  delight  in  the  familiar  visions  which 
are  thus  brought  before  him. 

Professor  Miller  has  rendered  a most  valuable  service  to  the 
cause  of  the  classics  in  establishing  with  accuracy  the  large  ele- 
ment of  classical  mythology  in  the  English  poets.  A similar  inves- 
tigation into  the  use  of  other  classical  references  in  both  poets  and 
prose  writers  would  be  very  interesting,  and  would  furnish  cumu- 
lative evidence  of  the  importance  of  the  classics  as  a factor  in  the 
education  of  one  who  would  appreciate  and  enjoy  English  litera- 
ture. 


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25 


V. 

THE  USE  OF  THE  LATIN  BIBLE,  LATIN  HYMNS,  AND 
SIMILAR  LATIN  IN  THE  HIGH  SCHOOLS- 

Students  really  enjoy  an  opportunity  to  make  their  Latin  touch 
things  of  everyday  life.  A copy  of  the  Latin  New  Testament  and 
Psalms  on  the  teacher’s  desk  may  be  made  the  means  of  awaken- 
ing a new  interest  in  his  Latin  on  the  part  of  many  a boy,  and  of 
turning  to  good  account  many  an  hour  that  might  be  without 
promise.  The  teacher  can  read  slowly  the  Latin  version  of  some 
familiar  passage  and  ask  for  a translation  by  ear.  The  twenty- 
third  Psalm,  the  Lord’s  Prayer,  the  Beatitudes,  the  Fifteenth  chap- 
ter of  St.  John’s  Gospel,  all  offer  themselves  for  this  purpose,  and 
it  will  be  surprising  how  gladly  even  students  of  the  first  year  will 
try  to  make  use  of  all  the  Latin  they  know. 

Then  a student  may  be  asked  to  repeat  in  English  familiar 
passages  which  the  others  of  the  class  may  try  to  turn  into  Latin, 
after  which  the  teacher  may  find  and  read  the  passage  from  the 
Bible.  An  English  Concordance  of  the  Bible  will  greatly  facilitate 
the  finding  of  such  passages  by  the  teacher,  unless  he  is  unusually 
well  versed  in  the  Scriptures. 

Students  usually  take  great  delight  in  committing  to  memory 
familiar  passages,  some  such  as  have  been  indicated,  and  teachers 
will  find  this  a very  profitable  exercise  when  time  can  be  found 
for  it- 

This  little  diversion  will  interest  not  only  the  members  of  your 
classes,  but  it  will  reach  their  homes  and  you  will  find  that  it  will 
really  increase  the  interest  of  your  community  in  the  work  you 
are  doing.  There  are  large  possibilities  in  the  use  of  your  Latin 
Bible. 

It  is  very  easy  to  obtain  copies  of  the  Latin  New  Testament 
and  Psalms.  The  edition  by  Beza  will  be  imported  in  quantities  to 
suit  by  Lemcke  & Bueckner  or  by  G.  E.  Stechert  & Co.,  New  York, 
or  any  number  of  copies  can  be  had  of  Hinchey-Greer  Company, 
Cape  Girardeau,  Mo.  The  price  is  40  cents. 

D-  C.  Heath  & Co.,  Boston,  New  York  and  Chicago,  also  pub- 
lish a very  good  edition  at  $1.00,  which  we  heartily  commend. 

That  you  may  be  able  to  test  the  correctness  of  what  has  been 
said  a few  short  selections  are  given,  which  you  may  place  before 
your  classes  at  some  favorable  opportunity. 


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Missouri  State  Normal  School 


1.  Matthew  6,  9-13,  The  Lord’s  Prayer: 

Pater  noster,  qui  es  in  coelis,  sanctificetur  nomen  tuum.  Ad- 
veniat  regnum  tuum;  fiat  voluntas  tua,  ut  in  coelo,  ita  etiam  in 
terra.  Panem  nostrum  quotidianum  da  nobis  hodie.  Et  remitte 
nobis  debita  nostra,  sicut  et  nos  remittimus  debitoribus  nostris. 
Et  ne  nos  inducas  in  tentationem,  sed  libera  nos  ab  illo  improbo. 
Quia  tuum  est  regnum,  et  potentia,  et  gloria,  in  saecula.  Amen. 

2.  Psalm  23: 

Jehova  pastor  meus  est,  non  possum  egere.  In  caulis  herbidis 
facit  ut  recubem,  secundum  aquas  lenes  deducit  me. 

Animam  meam  quietam  efficit;  ducit  me  per  orbitas  justitiae, 
propter  nomen  suum. 

Etiam  quum  ambularem  per  vallem  lethalis  umbrae,  non  tim- 
erem  malum,  quia  tu  mecum  es;  virga  tua  et  pedum  tuum,  ipsa 
consolantur  me.  Instruis  coram  me  mensam  e regione  hostium 
meorum:  delibutum  reddis  unguento  caput  meum,  poculum  meum 
exuberans. 

Nihil  nisi  bonum  et  benignitas  prosequentur  me  omnibus  diebus 
vitae  meae;  et  quietus  ero  in  domo  Jehovae,  quamdiu  longa  erunt 
tempora. 


We  wish  also  to  call  attention  to  the  use  of  Latin  Hymns  in  a 
similar  way.  Students  are  generally  glad  of  an  opportunity  to  read 
aloud,  or  hear  their  teacher  read,  some  of  the  grand  old  Latin 
hymns  of  the  fathers,  and  it  is  well  worth  while  to  keep  some  of 
these  where  they  can  have  ready  access  to  them.  If  you  will  first 
read  the  Latin  then  give  an  English  translation  of  some  of  these, 
you  will  find  that  there  will  be  quite  a number  of  students  who  will 
become  interested  and  even  commit  them  to  memory. 

Some  convenient  music  store  may  be  able  to  furnish  you  sev- 
eral of  these  hymns  set  to  simple  music  which  your  students  would 
gladly  learn.  It  is  to  be  regretted  that  the  various  Protestant 
churches  have  neglected  these  grand  hymns  and  are  instead  in 
many  cases  using  the  merest  doggerel,  particularly  in  the  selec- 
tions given  to  young  people.  It  is  very  strange  that  so  little  use 
is  made  of  these  great  hymns,  even  though  the  language  is  foreign 
to  many.  Few  of  us  who  do  not  hold  the  song-book  know  what 


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the  choir  or  the  chorus  sing  anyway  and  it  would  be  a source  of 
satisfaction  to  know  that  one  of  the  hymns  of  the  fathers  was  be- 
ing sung.  The  writer,  himself  a Protestant,  does  not  hesitate  to 
advise  any  teacher  of  Latin  to  ask  the  priest  or  the  choir  master 
of  a near-by  Catholic  church  to  assist  in  finding  some  of  the  great 
hymns  with  music  of  a kind  that  young  students  could  appreciate. 
There  will  certainly  be  a most  ready  response  to  such  a request. 

The  following  volumes  of  Latin  Hymns  are  readily  secured, 
and  they  are  heartily  commended: 

1.  Latin  Hymns,  by  Professor  William  A.  Merrill,  published 
by  Benj.  H.  Sanborn  & Co. 

2.  Latin  Hymns,  by  Professor  F.  A.  March,  published  by  the 
American  Book  Co. 

For  those  who  would  like  to  test  the  use  of  Latin  Hymns  we 
give  a few  very  simple  ones  which  are  within  the  comprehension 
of  high  school  students: 

i.  Veni,  Sancte  Spiritus,  by  Innocent  III,  although  it  has  been 
ascribed  to  Robert  II,  of  France,  and  others. 


Veni,  Sancte  Spiritus, 
Et  emitte  caelitus 
Lucis  tuae  radium. 
Veni,  pater  pauperum, 
Veni,  dator  munerum, 
Veni,  lumen  cordium. 

Consolator  optime, 
Dulcis  hospes  animae, 
Dulce  refrigerium 
In  labore  requies, 

In  aestu  temperies, 

In  fletu  solatium. 

O lux  beatissima, 
Reple  cordis  intima 
Tuorum  fidelium. 


Sine  tuo  numine 
Nihil  est  in  homine, 

Nihil  est  innoxium. 

Lava  quod  est  sordidum, 
Riga  quod  est  aridum, 
Sana  quod  est  saucium, 
Flecte  quod  est  rigidum, 
Fove  quod  est  frigidum, 
Rege  quod  est  devium. 

Da  tuis  fidelibus 
In  te  confidentibus 
Sacrum  septenarium; 

Da  virtutis  meritum, 

Da  salutis  exitum, 

Da  perenne  gaudium. 


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2.  The  following  beautiful  Christmas  Hymn  by  some  un- 
known author  always  interests  young  Latin  students,  especially  so, 
since  simple  music  to  this  Hymn  is  readily  obtained: 


Adeste,  fideles, 

Laeti,  triumphantes, 

Venite,  venite  in  Bethlehem: 
Natum  videte 
Regem  Angelorum: 

Venite  adoremus, 

Venite  adoremus, 

Venite  adoremus  Dominum. 


Cantet  nunc  Io 
Chorus  Angelorum, 

Cantet  nunc  aula  caelestium: 
Gloria  in 
Excelsis  Deo: 

Venite  adoremus, 

Venite  adoremus, 

Venite  adoremus  Dominum. 


Deum  de  Deo, 

Lumen  de  lumine, 

Gestant  puellae  viscera: 
Deum  verum, 

Genitum  non  factum: 

Venite  adoremus, 

Venite  adoremus, 

Venite  adoremus  Dominum. 


Ergo  qui  natus 
Die  hodierna, 

Iesu,  tibi  sit  gloria: 

Patris  aeterni 
Verbum  caro  factum: 

Venite  adoremus, 

Venite  adoremus, 

Venite  adoremus  Dominum. 


3.  The  following  Hymn,  by  Thomas  of  Celano,  is  readily 
learned  by  even  very  young  students  because  of  its  simple  metre 
and  the  rather  charming  rhyme: 


Dies  irae,  dies  ilia 
Solvet  saeclum  in  favilla 
Teste  David  cum  Sibylla. 

Quantus  tremor  est  futurus 
Quando  index  est  venturus, 
Cuncta  stricte  discussurus! 

Tuba,  mirum  spargens  sonum 
Per  sepulcra  regionum, 

Coget  omnes  ante  thronum. 

Mors  stupebit,  et  natura, 

Cum  resurget  creatura 
Indicanti  responsura. 

Liber  scriptus  proferetur, 

In  quo  totum  continetur, 

Unde  mundus  iudicetur. 

Iudex  ergo  cum  sedebit, 


Quidquid  latet,  apparebit, 

Nil  inultum  remanebit. 

Quid  sum  miser  tunc  dicturus, 
Quern  patronum  rogaturus, 
Cum  vix  iustus  sit  securus? 

Rex  tremendae  maiestatis, 

Qui  salvandos  salvas  gratis, 
Salva  me,  fons  pietatis. 

Recordare,  Iesu  pie, 

Quod  sum  causa  tuae  viae; 

Ne  me  perdas  ilia  die! 

Quaereus  me  sedisti  lassus, 
Redemisti  crucem  passus: 
Tantus  labor  non  sit  cassus! 

Iuste  iudex  ultionis, 

Donum  fac  remissionis 
Ante  diem  rationis! 


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4.  Another  Hymn  which  will  interest  students  is  Gladstone’s 
rendering  of  Toplady’s  Rock  of  Ages. 


lesu,  pro  me  perforatus, 
Condar  intra  tuum  latus, 

Tu  per  lympham  profluentem, 
Tu  per  sanguinem  tepentem, 
In  peccata  mi  redunda, 

Tolle  culpam,  sordes  munda. 
Coram  te  nec  iustus  forem, 
Quamvis  tota  vi  laborem, 

Nec  si  fide  nunquam  cesso, 
Fletu  stillans  indefesso: 

Tibi  soli  tantum,  munus; 

Salva  me,  Salvator  unus! 


Nil  in  manu  mecum  fero, 

Sed  me  versus  crucem  gero; 
Vestimenta  nudus  oro, 

Opem  debilis  imploro; 

Fontem  Christi  quaero  immundus, 
Nisi  laves,  moribundus. 

Dum  hos  artus  vita  regit; 

Quando  nox  sepulchro  tegit; 
Mortuos  cum  stare  iubes; 

Sedens  iudex  inter  nuber; 
lesu,  pro  me  perforatus, 

Condar  intra  tuum  latus. 


There  are  others  in  large  numbers  which  can  be  used  to  good 
advantage  and  which  teachers  will  do  a large  service  to  general 
culture  by  bringing  to  the  attention  of  their  classes.  “Te  Deum 
laudamus,”  by  St.  Ambrose;  “Grates  nunc  omnes  reddamus,”  by 
Nokter,  of  St.  Gall;  “O  quanta  qualia  sunt  ilia  Sabbata,”  by  Abel- 
ard; “Stabat  mater  dolorosa,”  by  Innocent  III;  “Jerusalem  lumi- 
nosa,”  by  an  unknown  author;  “Arx  firma  Deus  noster  est,”  Butt- 
man’s  rendering  of  Luther’s  “Ein  feste  burg  ist  unser  Gott,”  are 
worthy  of  the  time  and  effort  of  any  one  who  would  think  the 
great  thoughts  of  the  choicest  minds  of  all  ages. 


VI. 

THE  QUALIFICATIONS  OF  A HIGH  SCHOOL  LATIN 
TEACHER. 

It  will  be  understood  that  the  general  qualifications  of  a Latin 
teacher  are  the  same  as  of  those  who  teach  other  subjects.  The 
question  of  scholarship,  of  scholarly  attainments,  is  immediately 
under  consideration. 

Much  of  the  value  of  the  classical  training  in  the  schools  of 
the  old  regime  was  due  to  the  fact  that  generally  the  classics  were 
taught  by  scholarly  men.  In  the  high  schools  of  today  the  best 
educated  teachers  are  generally  assigned  to  the  Latin  and  Greek 
departments.  Unfortunately,  in  spite  of  this  as  a general  fact, 


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it  is  still  true  that  too  large  a part  of  the  Latin  teaching  is  done 
by  teachers  who  are  decidedly  lacking  in  the  full  preparation  so 
desirable  for  the  teaching  of  a subject  which  has  such  large  possi- 
bilities. 

Some  of  the  states  are  far  enough  advanced  to  be  able  to  re- 
quire that  all  the  teaching  done  in  high  schools  of  the  first  class 
shall  be  by  those  who  hold  at  least  the  degree  Bachelor  of  Arts 
from  a reputable  college.  This  is  the  ideal  towards  which  the  high 
schools  of  Missouri  may  well  strive,  and  without  doubt  it  will  be 
reached  in  a few  years,  for  there  is  no  good  reason  why  any  other 
state  should  long  outstrip  Missouri  in  anything  educational.  Just 
now.  this  requirement  is  hardly  practicable,  but  if  any  subject  is  to 
call  for  a college  trained  teacher  this  should  be  the  Latin. 

Because  of  the  definiteness  of  the  subject  matter  and  the  accu- 
racy of  the  standards  fixed  for  the  work  in  Latin,  the  weakness  or 
strength  of  the  teacher  in  charge  is  almost  immediately  recognized’ 
by  the  higher  institution  to  which  the  students  may  go.  The  stu- 
dent either  knows  or  does  not  know,  and  his  condition  speaks  vol- 
umes for  his  school  and  his  teacher. 

The  following  considerations  accurately  measure  the  value  of 
the  Latin  department  of  a high  school: 

i.  The  number  of  high  school  graduates  who,  on  entering  col- 
lege, continue  their  Latin. 

2 The  number  who  maintain  themselves  with  credit  in  the 
Latin  department  of  higher  institutions. 

There  are  high  school  Latin  departments  in  Missouri,  and  even 
in  the  Normal  District,  from  which  the  students  are  seldom  known 
to  continue  their  Latin  after  entering  the  Normal  or  a College. 
Why?  Either  the  subject  has  been  taught  in  a half-hearted  way 
and  the  students  have  not  been  impressed  with  its  value,  or  they 
know  full  well  that  they  do  not  know  anything  about  their  Latin, 
and  do  not  dare  jeopardize  their  “points”  already  secured.  They 
search,  in  college,  for  subjects  which,  they  can  begin  without  ex- 
posing their  imperfect  training  in  their  high  schools.  School  au- 
thorities may  with  profit  inspect  closely  this  feature  of  their  Latin 
departments.  It  is  very  unjust  to  bright  students  to  have  their  ed- 
ucation partially  wrecked  by  incompetent  teachers  in  any  depart- 
ment, especially  in  this  most  important  one. 

The  Latin  teachers  in  this  and  other  colleges  know  fairly  well, 
when  a student  gives  the  name  of  his  high  school,  what  to  expect 
of  him.  Those  high  schools  are  fortunate,  whose  graduates  enter 
college  conscious  of  their  ability  and  preparedness  to  take  their 


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place  with  the  students  of  any  and  all  other  high  schools,  and  are 
determined  to  measure  up  to  the  very  best.  Poor  preparatory 
training  is  promotive  of  intellectual  cowardice,  and  in  no  subjects 
does  this  cowardice  more  readily  assert  itself  than  in  Latin  and 
Mathematics.  It  is  very  important  that  the  Latin  department  be 
in  charge  of  the  strongest  teacher  available. 

While  we  cannot  exact  the  Bachelor’s  degree  of  all  Latin  teach- 
ers just  yet,  there  is  no  good  reason  why  they  should  not  be  ex- 
pected to  have  at  least  two  years  of  college  work  in  the  subject 
which  they  teach.  It  sometimes  happens  that  prospective  teachers 
take  their  Normal  and  College  courses  in  various  and  sundry  sub- 
jects, frequently  of  the  “snap”  variety,  and  then  when  an  opening 
occurs  in  Latin  they  apply,  and  on  the  strength  of  their  Normal 
Diploma  are  elected,  even  though  they  never  had  a course  in  Latin 
in  the  Normal  or  elsewhere.  There  is  a report  of  one  brave  young 
American  who  had  had  only  one  year  of  Latin  in  a country  school 
but  who  attacked  the  Latin  in  an  approved  high  school!  Such 
teaching  is  farcical,  of  necessity,  and  it  is  from  such  preparation 
as  this  that  we  hear  those  wails,  “I  studied  Latin  four  years  and 
it  never  did  me  any  good!”  The  teacher  who  is  not  prepared  to 
teach  Latin  should  be  honest  with  himself  and  his  students  and 
not  undertake  it.  For  one  who  has  had  one  year  of  Latin  to  try 
to  teach  two  years  is  hardly  honorable,  to  say  the  least.  The  wise 
course  is  for  those  who  are  not  ready  to  teach  Latin  to  decline  to 
undertake  it,  even  when  the  Board  has  elected  no  one  who  is  capa- 
ble. Two  wrongs  do  not  make  a right. 

There  is  a large  and  inviting  field  for  Latin  teachers  in  the 
high  school,  and  those  who  would  give  themselves  to  this  work 
should  take  time  to  prepare  for  it  thoroughly.  In  teaching  some 
subjects,  what  is  called  “bluff”  will  go  a long  way,  but  in  teaching 
Latin  it  does  not  go  very  far.  Take  time  to  do  at  least  two  years 
of  college  work  in  Latin,  and  by  all  means  in  your  course  get  one 
or  two  years  of  Greek  also.  The  genuine  Latin  teacher  cannot 
afford  not  to  know  something  of  Greek,  and  a great  deal  of  Latin. 


VII. 

SUGGESTIONS  ON  TEACHING  HIGH  SCHOOL  LATIN. 

The  following  suggestions  are  offered  for  the  benefit  of  young 
Latin  teachers  who  have  not  yet  worked  out  any  definite  method 
of  teaching. 


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Missouri  State  Normal  School 


In  the  first  place,  it  is  necessary  to  call  attention  to  the  fact 
that  in  your  beginning  Latin  classes  you  are  giving  many  students 
their  first  taste  of  real  hard  study.  It  will  require  much  patience 
and  common-sense  to  keep  them  really  interested  and  disposed  to 
stick  to  their  task.  When  they  complain,  some  students  who  are 
taking  other  subjects  which  require  little  application  or  study,  will 
give  glowing  reports  of  their  easy  times  and  thus  unsettle  the 
minds  of  your  young  Romans.  Stay  close  to  them  individually  and 
try  to  set  at  rights  any  who  are  being  disquieted  by  the  sight  of 
others  disporting  themselves  under  less  irksome  conditions.  You 
have  the  hard  task  of  teaching  a dozen  things  in  one  class.  Few 
of  your  beginning  students  know  anything  whatever  about  English 
grammar,  many  not  knowing  a subject  from  a predicate.  Teachers 
of  English  are  very  busy  nowadays  with  the  beauties  o;  literature, 
and  you  must  with  patience  do  a part  of  their  work  in  your  Latin 
class.  Some  students  will  know  nothing  about  concentration,  noth- 
ing about  doing  a neat,  careful,  painstaking,  piece  of  work  of  any 
kind,  and  you  must  teach  them  these  things.  Hold  them  to  every 
quantity  and  every  form  with  the  utmost  exactness.  Explain  to 
them  meantime  just  wherein  they  are  weak,  and  let  them  know 
that  much  of  their  difficulty  is  due  to  their  learning  a number  of 
other  things  along  with  their  Latin.  Tell  them  of  the  benefits 
which  have  come  to  the  countless  thousands  who  have  learned 
Latin  and  do  not  hesitate  to  let  them  feel  that  the  boy  who  chooses 
Latin  and  makes  good  in  it  is  a superior  student  in  your  estimation 
and  one  whom  lazier  and  duller  boys  might  profitably  emulate. 
There  is  no  good  reason  for  being  timid  on  this  matter,  for  the 
facts  are  with  you.  If  parents  become  somewhat  indisposed  to- 
wards your  subject,  generally  you  will  find  this  to  be  due  to  some 
one  of  those  busybodies  referred  to  elsewhere.  Go  to  them  and 
talk  over  the  question  with  them.  Do  not  let  a boy’s  education 
become  queered,  or  be  wrecked,  if  in  your  power  to  prevent  it.  Be- 
lieve in  your  subject  and  see  that  it  is  rightly  understood. 


FIRST  YEAR. 

The  teacher  should  select  one  of  the  latest  and  best  texts,  be- 
ing very  careful  to  leave  alone  those  which  are  to  his  thinking  not 
workable.  Among  the  most  satisfactory  texts  now  available  are 
the  Collar  & Daniell’s  First  Year  Latin,  Potter’s  Elementary  Latin 
Course,  Pearson’s  Essentials  of  Latin,  and  Bennett’s  First  Year 
Latin.  There  are  other  texts  which  are  good,  but  those  mentioned 
are  safe  and  reliable.  After  the  text  is  selected,  it  is  important  that 


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no  lesson,  or  any  part  of  it,  be  passed  over  until  it  is  thoroughly 
understood  by  the  class.  Some  difficulty  may  be  met  with  in  divid- 
ing the  chapters  so  that  the  rate  of  progress  can  be  properly  esti- 
mated., but  thoroughness  should  be  stressed  rather  than  the  number 
of  pages. 

The  forms  should  be  learned  thoroughly  and  the  vocabularies 
should  be  constantly  reviewed.  In  connection  with  the  new  words, 
as  they  occur,  the  class  should  be  asked  to  find  derived  English 
words,  if  there  are  any. 

In  handling  the  Latin-English  and  the  English-Latin  exercises, 
young  teachers  frequently  lose  a great  deal  of  time  and  still  get 
very  poor  results.  The  following  plan  has  been  found  to  work 
out  very  well,  where  the  classes  are  not  too  large: 

1.  The  Latin  into  English:  Each  sentence  should  be  read, 
careful  attention  being  given  to  the  correct  pronunciation  of  each 
word  according  to  the  Roman  method  of  pronunciation.  The 
student  should  next  give  the  exact  English  translation  of  the  entire 
sentence,  not  word  by  word,  which  is  to  be  avoided  in  all  Latin 
classes.  When  this  is  done,  texts  should  be  closed  and  the  teacher 
should  read  the  Latin  sentences  slowly  and  distinctly  to  the  stu- 
dents, who  are  to  give  the  English  equivalent  in  turn.  This  train- 
ing by  hearing  as  well  as  by  sight  is  very  important. 

2.  The  English  into  Latin:  Students  should  be  required  to 
study  and  carefully  write  out  these  exercises  before  coming  to 
class,  and  should  mark  all  long  vowels.  In  class,  the  student  should 
read  each  sentence  carefully  and  give  the  exact  Latin,  without  re- 
ferring to  his  written  paper,  of  course.  After  the  exercise  has  been 
done  in  this  way,  the  entire  class  should  go  to  the  blackboard  and 
copy  on  the  board  the  exercise  as  they  prepared  it,  leaving  suf- 
ficient distance  between  the  lines  for  corrections.  Exchanges  can 
be  secured  by  moving  all  students  one  exercise  to  the  right  or  left, 
care  being  taken  that  permanent  places  are  so  assigned  that  weak 
students  and  strong  students  may  alternate  in  order,  for  obvious 
reasons.  The  teacher  should  then  go  over  the  exercise,  sentence 
by  sentence,  giving  the  correct  Latin,  quantities  of  vowels,  etc.,  and 
discussing  fully  every  question  of  form  or  syntax  which  may  arise- 
Each  student  is  to  make  the  necessary  corrections  in  the  work 
which  falls  to  his  charge.  Time  should  be  taken  for  any  who  are 
not  convinced  of  the  correctness  of  the  statements  of  the  teacher, 
and  the  text  should  settle  any  appeals  to  authority.  Have  some 
Latin  grammars  at  hand  in  case  fuller  evidence  is  necessary.  Where 
blackboard  facilities  are  insufficient,  a part  of  the  class  can  be  sent 


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to  the  board  each  day.  Another  plan  is  to  seat  the  class  in  two 
rows  (or  other  even  number)  and  let  the  two  rows  of  seats  ex- 
change papers  for  correction.  The  teacher  can  give  the  correct 
sentence,  with  quantities  of  vowels,  and  the  students  can  correct 
the  mistakes  found,  if  there  are  any.  For  this  plan,  it  is  necessary 
that  students  write  on  alternate  lines,  in  order  to  save  conflict. 
After  papers  are  returned,  protests  should  be  invited  and  any  ques- 
tions raised  should  have  attention 

3.  If  the  papers  show  a weakness,  they  should  be  given  back 
to  the  students  with  the  requirement  that  they  be  re-written  and 
brought  in  at  the  next  recitation. 

It  will  pay  to  point  out  the  essential  features  of  the  next  day’s 
lesson,  and  give  such  assistance  in  advance  as  may  seem  necessary, 
but  do  not  stress  this  too  strongly. 

The  paradigms  should  be  learned  by  every  student,  and  good 
results  in  this  direction  are  obtained  by  a great  deal  of  reciting  in 
concert.  Have  the  class  give  the  entire  declension  or  conjugation 
in  concert,  and  watch  closely  for  any  who  may  be  hesitating,  and 
now  and  then  call  on  these  singly. 

Review  often  and  fully.  If  you  have  time  left  after  your  regu- 
lar recitation  is  done,  review  the  declensions,  conjugations,  and 
anything  that  comes  to  your  hand  as  desirable.  Keep  up  all  the 
back  work  in  this  way.  Now  and  then  give  a written  lesson,  but 
require  preparation  in  advance. 

The  amount  of  work  that  a class  can  do  must  be  determined 
by  the  class  itself,  by  the  time  the  teacher  has  for  the  recitation, 
and  similar  factors.  Generally  speaking,  in  the  texts  mentioned, 
the  body  of  the  text  should  be  completed  in  about  seven  to  eight 
months,  at  the  outside,  so  as  to  give  some  time  for  the  reading  of 
simple  connected  Latin  before  the  close  of  the  year. 

These  books  have  some  connected  Latin  ready  at  hand,  but  if 
this  prove  insufficient,  simple  fables,  Viri  Romae,  or  similar  ma- 
terial, is  recommended.  Collar’s  Via  Latina  and  Smart’s  New  Gra- 
datim  meet  the  requirements  very  well.  It  is  very  probable  that 
this  kind  of  reading  gives  more  enduring  results  than  the  same 
time  spent  in  trying  to  read  Caesar,  even  when  it  is  simplified. 

During  this  year  the  teacher  should  drill,  drill,  DRILL,  day  in 
and  day  out,  and  should  never  think  of  holding  up  until  his  class 
thoroughly  knows  the  common  forms  and  is  fairly  familiar  with 
the  simple  constructions  presented  in  the  beginning  text.  The  stu- 
dent who  gets  his  first  year’s  Latin  thoroughly  very  seldom  gives 


Missouri  State  Normal  School 


35 


up  the  study  of  the  subject  short  of  the  full  college  course,  if  he 
goes  to  college.  Half  of  his  difficulties  with  Latin  are  solved.  The 
teacher  is  unfair  to  any  student  if  he  allows  him  to  leave  the  work 
of  this  year  before  he  knows  it  well.  It  is  best  for  the  student  to 
tarry  on  the  first  year’s  work  until  he  has  it  thoroughly. 

During  this  year,  along  with  the  regular  work,  interest  the 
students  in  such  collateral  material  as  is  in  their  reach,  pictures  of 
the  great  buildings  of  antiquity,  ruins,  excavations  at  Pompeii,  and 
the  like.  Talks  on  these  subjects  will  prove  profitable.  Encourage 
them  to  read  Bulwer-Lytton’s  Last  Days  of  Pompeii,  and  read  to 
them  selections  bearing  on  subjects  of  interest  to  them. 


SECOND  YEAR. 

If  the  class  is  well  prepared  there  is  no  reason  why  Caesar 
should  not  be  taken  up  at  once.  This  is  a very  critical  time  in  the 
life  of  a Latin  student,  for  he  is  passing  from  the  broken  sentences 
of  the  first  year,  where  specific  directions  are  marked  out,  to  the 
rather  severe  connected  prose  of  Caesar,  which  is  decidedly  more 
difficult  Latin  than  its  place  in  the  high  school  course  would  indi- 
cate. Where  there  is  no  strong  motive  back  of  the  student’s  work, 
he  may  feel  inclined  to  give  up  and  let  his  Latin  go.  In  order  to 
obviate  this,  high  schools  couldi  profitably  spend  one  or  two  months 
at  the  opening  of  the  second  year  on  some  simple  reading  such  as 
was  mentioned  in  connection  with  the  first  year’s  work,  fables,  Viri 
Romae,  Gradatim,  etc.  This  delays  beginning  Caesar,  but  when 
Caesar  is  begun  the  students  will  be  able  to  go  faster  and  will 
make  up  the  lost  time.  Even  if  less  than  the  full  four  books  be 
read,  because  of  the  delay,  this  institution  will  accept  the  lighter 
Latin  as  a substitution  for  the  part  not  read.  It  is  important  to 
hold  the  students  in  the  class,  and  the  lack  of  properly  grading  the 
work  of  the  second  year  is  a fruitful  source  of  trouble. 

When  the  class  is  ready  for  Caesar,  there  are  good  reasons  in 
favor  of  beginning  with  the  second  or  third  book  rather  than  the 
first.  Students  find  the  large  amount  of  indirect  discourse  in  the 
first  book  very  burdensome,  and  while  the  story  as  a whole  i§ 
broken  somewhat,  still  it  is  better  to  break  the  story  than  the  stu- 
dents. If  desirable  the  first  book  can  be  read  later. 

A limited  amount  should  be  assigned  for  each  day’s  work, 
which  may  be  read  in  advance  by  the  teacher,  in  part,  or  in  whole, 
for  the  first  month  or  so.  This  practice  should  be  discontinued  as 
soon  as  possible,  however.  At  the  beginning  of  each  day’s  recita- 


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Missouri  State  Normal  School 


tion,  the  previous  day’s  lesson  should  be  read  rapidly  by  some 
member  of  the  class,  and  any  unsettled  questions  should  be  taken 
up  and  satisfied. 

The  historical  side  of  the  subject  should  be  kept  before  the 
class,  and  by  repeated  quizzes  and  questions  the  narrative  should 
be  insisted  upon.  A general  class  quiz  at  the  close  of  each  cam- 
paign will  prove  profitable.  Where  possible,  theme  subjects  can 
be  assigned  based  on  the  narrative,  which  arrangement  has  large 
possibilities  if  it  can  be  worked  in  connection  with  the  English 
department. 

The  Grammar  should  be  in  the  hands  of  every  student  and 
every  construction  should  be  located  under  its  heading  in  the  Gram- 
mar. It  works  well  to  have  the  entire  class  read  the  Grammar 
statement  in  concert.  If  the  class  is  weak  in  forms  and  construc- 
tions, it  is  best  to  go  over  the  Grammar  in  full,  along  with  the 
other  work,  limiting  attention  to  the  large  type. 

Good  results  are  obtained  for  the  first  term  by  requiring  ex- 
planations of  only  the  ablatives  and  subjunctives,  gradually  adding 
to  this  list  the  other  constructions. 

In  connection  with  Caesar,  every  student  should  be  required 
to  read  one  of  the  lives  of  Caesar  given  elsewhere.  Other  profit- 
able reading  has  been  indicated. 

Latin  Writing  cannot  be  over-stressed.  One  recitation  each 
week  should  be  given  wholly  to  prose  composition.  It  is  now  com- 
mon to  use  a text  based  on  the  author  read,  and  good  results  are 
obtained  in  this  way,  if  the  text  is  well  graded.  Care  should  be 
taken  to  give  the  class  material  which  is  not  beyond  their  reach, 
and  they  should  prepare  this  before  coming  to  class,  with  all  long 
quantites  properly  marked,  which  rule  should  be  strictly  adhered 
to  for  the  entire  high  school  course. 

At  class  the  students  should  first  turn  the  English  into  Latin, 
without  using  their  papers,  after  which  the  papers  should  be  copied 
on  the  board  Permission  to  correct  any  mistake  already  noticed 
should  be  given.  Then  students  should  be  asked  to  exchange  places 
so  that  each  one  has  another’s  work.  The  plan  given  for  grading 
first  year’s  exercises  may  now  be  followed.  Let  grammars  and 
Caesars  be  at  hand,  and  settle  every  question  on  the  authority  of 
the  texts. 

At  the  close  of  each  day’s  recitation  it  is  profitable,  if  time  per- 
mits, to  have  some  or  all  of  the  class  write  into  Latin  parts  of  the 
day’s  recitation,  the  English  for  which  may  be  given  by  the  teacher 
or  one  of  the  members  of  the  class. 


Missouri  State  Normal  School 


37 


The  teacher  should  ask  questions  based  on  the  history  of  the 
time  of  Caesar,  and  the  students  should  likewise  ask  the  teacher 
a good  many  such  questions.  Turn  about  is  fair  play,  it  is  said. 

THIRD  YEAR. 

Cicero’s  Orations  against  Catiline  furnish  a good  piece  of  Latin 
for  beginning  this  year’s  study.  These  can  be  followed  by  two 
others,  preferably  the  Archias  and  the  Manilian  Law  orations.  A 
good  plan  is  to  give  the  last  month  or  two  to  reading  from  the 
Metamorphoses  of  Ovid,  if  time  will  permit.  The  methods  sug- 
gested for  Caesar  hold  well  here.  Larger  stress  must  be  laid  on 
the  customs  and  life  of  the  Romans,  and  the  city  itself  should  be 
carefully  studied,  as  time  allows.  Each  student  should  read  one  of 
the  lives  of  Cicero,  and  some  such  volume  as  Johnston’s  Private 
Life  of  the  Romans,  or  Church’s  Roman  Life  in  the  Days  of  Cicero. 
Latin  Writing  should  have  full  attention,  as  during  the  second  year, 
one  day  each  week  being  given  to  this  subject. 


FOURTH  YEAR. 

This  year  is  usually  given  over  to  a study  of  Vergil’s  Aeneid, 
and  by  this  time  the  student  ought  to  begin  to  appreciate  his  Latin 
as  literature,  as  well  as  a discipline.  Six  books  of  the  Aeneid  are 
read  during  this  year,  but  quality  should  be  required  rather  than 
quantity,  here,  as  well  as  in  the  other  years. 

The  general  plans  already  presented  work  satisfactorily  here. 
Larger  attention  must  be  given  to  mythology,  and  the  students 
should  be  required  to  read  some  handbook  on  classic  myths.  At- 
tention must  be  given  to  the  history  of  Troy  and  Schuchardt’s  ac- 
count of  Schliemann’s  excavations  will  be  of  large  interest,  as  will 
any  one  of  Schliemann’s  own  volumes. 

It  is  absolutely  necessary  that  the  dactylic  hexameter  be  thor- 
oughly mastered  both  in  theory  and  practice.  Have  students  write 
out  the  scansion  of  a few  lines  at  first,  daily,  until  they  understand 
it.  Require  the  oral  scansion  of  each  day’s  recitation.  Scansion  in 
concert  is  very  profitable  and  by  no  means  difficult  to  obtain. 
Classes  soon  become  sufficiently  proficient  to  be  able  to  scan  to- 
gether any  of  Vergil’s  hexameter,  which  they  do  with  real  pleasure. 

Latin  Writing  should  be  continued,  one  day  a week,  and  more 
advanced  material  based  on  Cicero’s  orations  is  very  satisfactory. 

During  this  year,  persistent  effort  should  be  made  to  bring  the 
student  into  sympathy  with  the  fine  arts  of  the  Greeks  and  Ro- 


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Missouri  State  Normal  School 


mans,  particularly  sculpture.  The  photographs  and  prints  which 
are  referred  to  elsewhere  will  help  greatly,  and  practically  every 
recitation  will  call  for  some  one  or  more  of  these.  If  time  permits, 
the  teacher  might  greatly  interest  the  class  by  reading  appropriate 
selections  from  a translation  of  the  Iliad  and  Odyssey. 

Some  of  the  more  beautiful  passages  should  be  committed  to 
memory,  such  as  in  Book  VI,  lines  883-886,  “Manibus  date  lilia 
plenis,”  etc. 

Vergil’s  own  life  should  be  studied  with  some  care.  Nettleship 
and  Sellar  are  interesting  and  throw  much  light  upon  his  writings. 

Encourage  the  students  to  read  the  remaining  six  books  in 
translation,  also  the  Eclogues,  wdiich  are  worthy  of  study.  The 
Georgies  in  translation  might  interest  some  members  of  the  class. 


VIII. 

CLASS  ROOM  EQUIPMENT  FOR  THE  LATIN  DEPART- 
MENT. 

Teachers  of  Latin  have  not  generally  pressed  upon  the  school 
authorities  their  need  of  class  room  equipment,  and  consequently 
they  have  received  little  attention.  It  is  quite  as  important  that  the 
Latin  teacher  have  a modern  equipment  for  his  work  as  it  is  for 
the  teacher  of  any  subject  in  the  course  of  study. 

For  a long  time  teachers  of  science  were  unable  to  secure  any 
laboratory  facilities,  but  a better  day  has  dawned  for  the  sciences. 
It  is  now  comparatively  easy  for  science  teachers  to  convince  the 
school  authorities  of  their  need  of  laboratory  materials,  which  is 
very  fortunate.  The  Latin  teacher,  also,  must  press  his  needs  upon 
the  attention  of  his  school  board.  Without  proper  equipment,  he 
cannot  hope  to  do  his  best  work,  nor  get  the  most  satisfactory 
results. 

Some  needs  of  the  Latin  room: 

1.  Charts. 

On  the  wall  of  the  classroom  the  teacher  should  have  the  fol- 
lowing large  charts:  Italy.  Gaul,  Greece,  the  Roman  Empire,  the 
City  of  Rome,  and  others  if  they  can  be  secured,  as  of  Britain, 
Spain,  Germany,  the  Mediterranean  Region,  Asia  Minor,  etc.  Very 
satisfactory  charts  are  furnished  by  Rand,  McNally  & Co.,  Chicago. 


Missouri  State  Normal  School 


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2.  Books. 

General:  Harper’s  Latin  Dictionary,  Harper’s  or  Smith’s  Clas- 
sical Dictionary,  Platner’s  Ancient  Rome,  Mau-Kelsey’s  Pompeii, 
Lanciani’s  Ruins  and  Excavations  of  Ancient  Rome,  Tarbell’s 
Greek  Sculpture,  Gayley’s  Classic  Myths,  Fowler’s  Roman  Litera- 
ture, Becker’s  Gallus,  Huelsen’s  Roman  Forum  (translation). 

Special:  (a)  To  be  used  in  connection  with  Caesar:  Froude’s 
Caesar,  Fowler’s  Caesar,  Napoleon’s  Caesar  (translation),  Dodge’s 
Caesar,  Holmes’s  Conquest  of  Gaul,  Judson’s  Caesar’s  Army;  Da- 
vis’s A Friend  to  Caesar. 

(b)  To  be  used  with  Cicero:  Trollope’s  Cicero,  Middleton’s 
Cicero,  Strachan-Davidson’s  Cicero,  Forsyth’s  Cicero;  Boissier’s 
Cicero  and  his  Friends  (translation),  Church’s  Roman  Life  in  the 
Days  of  Cicero,  Johnston’s  Private  Life  of  the  Romans. 

(c)  To  be  used  with  Vergil:  Sellar’s  Vergil  (Roman  Poets 
of  the  Augustan  Age),  Nettleship’s  Vergil;  Fairbank’s  Mythology; 
Schuchardt’s  Schliemann’s  Excavations  (translation  by  Sellers). 


In  addition  to  these  books,  the  Latin  class  room  should  have 
a good  large  number  of  the  school  editions  of  the  authors  read, 
the  more  the  better,  and  all  the  Latin  grammars  commonly  re- 
ferred to  in  the  editions  of  the  authors.  It  is  worth  while  to  have 
a good  number  of  the  texts  used  in  Latin  Prose  Composition,  par- 
ticularly for  purposes  of  comparison.  The  teacher  should,  endeavor 
to  secure  copies  of  every  available  text  for  beginning  Latin  stu- 
dents, and,  if  a few  of  those  used  in  Canada  and  England  are  se- 
cured they  will  prove  decidedly  suggestive  and  helpful. 

3.  Wall  Pictures. 

Reference  is  made  elsewhere  to  the  use  of  photographs  and 
lantern  slides.  Any  of  these  photographs  can  be  enlarged  and 
framed  for  hanging  on  the  walls  of  the  class  room,  and  this  course 
is  strongly  urged  upon  Latin  teachers.  Large  photographs  for  this 
purpose  can  be  had  of  Dunton  & Gardner,  Boston,  and  they  are 
remarkably  fine,  but  naturally  rather  expensive.  The  Soule  Art 
Publishing  Company,  Boston,  will  make  what  are  known  as  bro- 
mide enlargements  of  photographs  which  are  really  remarkable 
for  their  accuracy.  These  are  inexpensive,  and  when  properly 


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Missouri  State  Normal  School 


framed  they  add  greatly  to  a class  room.  This  company  also 
frames  the  pictures,  if  desired,  and  their  work  is  very  tasteful.  The 
same  is  true  of  the  Records  of  the  Past  Exploration  Society,  Wash- 
ington, D.  C. 

Every  Latin  classroom  should  have  a number  of  photographic 
enlargements  of  important  objects  in  Rome,  including  the  Colos- 
seum, the  Forum,  the  Pantheon,  the  Arches  of  Titus,  Septimius 
Severus,  and  Constantine,  together  with  others  of  equal  value. 
Sizes  24  by  30,  22  by  32,  27  by  37,  can  be  had,  as  can  smaller  sizes, 
as  14  by  18,  17  by  23,  and  on  down.  The  dealers  will  send  you 
small  photographs  from  which  to  make  your  selections,  and  they 
enlarge  such  photographs  as  you  may  direct. 

4.  Sculptures. 

Not  all  high  schools  can  afford  to  have  even  plaster  copies  of 
classic  sculptures,  but  some  teachers  may  wish  to  know  where  they 
can  be  had.  The  Boston  Sculpture  Co.,  Melrose,  Mass.,  is  a relia- 
ble house,  and  their  prices  are  reasonable.  It  would  be  very 
desirable  to  have  at  least  busts  of  the  authors  read,  which  may  be 
had  at  $6  to  $10,  or  less.  The  company  referred  to  will  send  you 
their  catalogue  on  request,  and  you  would  find  some  of  these  copies 
of  classic  sculptures  a source  of  inspiration  to  your  students. 

5.  Other  Illustrative  Material. 

(a)  Schreiber’s  Atlas  of  Classical  Antiquities,  a most  valua- 
ble volume. 

(b)  Ginn’s,  Lord’s,  and  Kiepert’s  Classical  Atlases,  preferably 
the  last,  if  only  one  is  secured. 

(c)  Greek  and  Roman  Sculpture  Prints,  with  Handbook  by 
Von  Mach,  published  by  the  Bureau  of  University  Travel,  Boston, 
a set  which  is  highly  commended  to  high  schools. 

(d)  Prints  of  Greek  and  Roman  objects,  scenes,  etc.,  to  be 
had  from  the  above-named  company,  and  also  from  the  Perry  Pic- 
tures Co-,  Boston.  Their  lists  can  be  had  for  the  asking. 

(e)  “Stereographs”  supplied  by  the  H.  C.  White  Co.,  Chi- 
cago. The  use  of  the  stereoscope  for  educational  purposes  is 
commendable,  and  this  company  furnishes  a series  of  views  en- 
titled “Italy,”  which  would  be  a source  of  continued  delight  to  a 


Missouri  State  Normal  School 


41 


class  of  bright  students.  The  prices  are  very  reasonable,  and  teach- 
ers are  urged  to  write  to  this  company  and  investigate  the  mat- 
ter. The  series  referred  to  is  heartily  commended. 

(f)  In  addition  to  what  has  been  said  elsewhere  it  may  be 
mentioned  that  photographs  of  every  great  monument  or  site  in 
Italy,  Greece,  or  elsewhere,  may  be  had  from  G.  Sommer,  Naples, 
and  Alinari,  Rome,  Italy,  and  at  surprisingly  low  rates.  Any  size 
desired  can  be  had.  Supplies  of  this  kind  ordered  for  educational 
institutions  are  admitted  free  of  import  duty. 


IX. 

ILLUSTRATIVE  MATERIAL  FOR  THE  HIGH  SCHOOL 
AUTHORS. 


i.  Caesar. 

Principal  George  R.  Swain,  Bay  City,  Mich.,  in  1899,  took 
about  250  photographs  of  points  and  objects  of  interest  to  the 
student  of  Caesar.  Pie  has  prepared  these  for  the  use  of  classes 
and  they  can  be  had  at  very  reasonable  rates,  which  his  catalogue 
will  explain.  He  also  furnishes  lantern  slides  made  from  these 
photographs.  Teachers  will  find  these  views  very  helpful  in  hold- 
ing the  interest  of  a class  in  Caesar. 

Any  of  the  large  dealers  in  stereopticons,  as  Williams,  Brown 
& Earle,  Philadelphia,  McIntosh  Stereopticon  Co.,  Chicago,  Rec- 
ords of  the  Past  Exploration  Co.,  Washington,  D.  C,  will  be  glad 
to  give  you  prices  on  lantern  slides,  and  some  of  these  can  furnish 
you  unmounted  photo  prints  of  buildings,  scenes  and  objects  which 
bear  directly  upon  the  life  and  work  of  Caesar. 

Professor  C.  U.  Clark,  of  Yale  University,  has  a large  collec- 
tion of  the  best  negatives  to  be  seen  in  America,  and  by  writing 
him,  or  Mr.  Geo.  R.  Bradley,  64  Nash  St.,  New  Haven,  Conn.,  you 
may  be  able  to  arrange  for  either  photo  prints  or  lantern  slides 
which  will  interest  not  only  the  student  of  Caesar,  but  of  Cicero 
and  Vergil  as  well. 

Dr.  A.  S.  Cooley,  Auburndale,  Mass.,  has  a good  collection  of 
negatives  and  furnishes  both  photo  prints  and  lantern  slies  of  a 
high  quality. 


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Missouri  State  Normal  School 


2.  Cicero. 

From  the  lists  referred  to  above  it  will  be  a simple  matter  to 
select  photographs  which  will  greatly  help  the  student  of  Cicero’s 
orations.  Ruins  of  buildings,  the  Forum,  the  older  bridges  of  the 
Tiber,  and  such  objects  as  Cicero  saw  will  be  very  profitable.  The 
dealers  mentioned  will  be  very  glad  to  make  suggestions. 

3.  Vergil. 

The  same  thing  can  be  done  in  the  case  of  Vergil.  One  very 
good  collection  of  lantern  slides  connected  with  Vergil  in  partic- 
lar  is  furnished  by  the  Records  of  the  Past  Exploration  Society, 
Washington,  D.  C.  The  Vergil  set  contains  40  slides,  covering 
the  subject  very  well  indeed.  Photo  prints  and  enlargements  of  the 
same  subjects  can  be  had  also.  This  set  is  commended  most 
highly. 


X. 

ILLUSTRATIVE  MATERIAL  WHICH  MAY  BE  MADE  BY 
THE  TEACHER  AND  THE  STUDENTS. 

In  every  class  there  may  be  some  students  with  a mechanical 
turn  of  mind,  and  these  are  easily  interested  in  making,  in  model, 
copies  of  subjects  which  are  daily  kept  before  the  class,  particu- 
larly while  reading  Caesar.  Where  the  school  has  a manual  train- 
ing department  the  problem  is  greatly  simplified. 

Dimensions  for  such  things  as  the  pilum,  hasta,  gladius,  sicca, 
Scorpio,  tormenta,  scutum  and  the  like,  may  be  found  in  the  vari- 
ous reference  books,  as  can  good  wood  cuts.  From  these,  even 
where  accurate  dimensions  are  not  obtainable,  satisfactory  working 
estimates  can  be  made  which  will  answer  every  purpose-  The 
famous  bridge  can  be  made  by  any  boy  who  makes  the  effort,  and 
the  teacher  who  has  not  had  this  done  should  busy  himself  imme- 
diately. Also  he  can  make  or  get  a student  to  make  the  vinea, 
Scorpio,  aries,  turris,  and  similar  implements,  fairly  good  designs 
for  which  are  given  in  the  text-books,  as  Harkness-Forbes  Caesar, 
and  others. 

It  is  very  profitable  to  have  some  of  the  girl  students  make, 
in  model  also,  articles  of  dress,  as  the  toga,  stola,  and  the  like. 
Some  teachers  find  it  possible  10  have  one  or  more  togas,  pairs  of 


Missouri  State  Normal  School 


43 


sandals,  stolas,  etc.,  of  full  size,  which  is  commendable  wherever 
practicable.  If  suitable  miniature  figures  were  obtainable  good 
results  might  be  obtained  by  having  these  dressed  entire,  one  each 
as  imperator,  legatus,  centurio,  and  so  on,  after  the  design  given  in 
the  various  texts,  but  this  may  not  prove  worth  while. 

It  is  quite  probable  that  many  such  articles  of  dress  can  be 
obtained,  full  size,  from  some  of  the  various  theatrical  supply 
houses,  in  case  teachers  should  need  them  for  any  purpose. 


XI. 


THE  CLASSICAL  ASSOCIATION  OF  THE  MIDDLE  WEST 
AND  SOUTH. 

This  association  has  for  its  purpose  the  furtherance  of  the 
cause  of  the  classics  in  the  territory  indicated.  It  is  mentioned 
here  in  order  to  acquaint  the  high  school  teachers  of  this  section 
with  the  advantages  to  be  derived  from  membership  and  to  urge 
and  invite  every  Latin  teacher  who  may  read  this  to  become  a 
member  of  this  Association,  if  not  already  connected  with  it. 
Those  who  pay  the  annual  fee  of  $2.00,  in  addition  to  membership, 
receive  for  one  year  the  Classical  Journal,  published  monthly  at 
$1.50,  and  Classical  Philology,  published  quarterly  at  $2.50.  The 
Journal  is  very  practical  and  eminently  helpful  to  the  high  school 
teacher  of  Latin,  while  Classical  Philology  is  of  special  interest  to 
the  scholar. 

The  meeting  of  the  Association  was  held  in  New  Orleans  the 
past  spring,  and  that  of  the  coming  spring  will  be  held  in  Chicago. 
The  President  for  this  year  is  Prof.  F.  C.  Eastman,  University  of 
Iowa,  and  the  Treasurer  is  Professor  T.  C.  Burgess,  Bradley  Poly- 
technic Institute,  Peoria,  111.  Professor  W.  G.  Manly,  University 
of  Missouri,  Columbia,  Mo.,  is  Vice-President  for  Missouri,  and 
Professor  Game,  of  the  Normal,  is  a member  of  the  Committee  on 
Membership  for  Missouri.  Any  one  of  these  gentlemen  will  be 
glad  to  receive  your  application  for  membership. 

Latin  teachers  cannot  do  a better  service  for  themselves  than 
become  members  of  this  Association.  The  Classical  Journal  is 
alone  worth  to  a high  school  teacher  of  Latin  several  times  the 
amount  of  the  annual  fee. 


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Missouri  State  Normal  School 


(From  the  Catalogue.) 

DEPARTMENT  OF  LATIN  AND  GREEK. 

This  department  is  conducted  with  special  reference  to  the 
needs  of  those  who  are  to  teach  Latin  and  Greek.  The  very  best 
approved  methods  of  teaching  are  used,  and  in  order  to  add  to 
the  interest  and  value  of  the  subject  studied,  an  effort  is  made  to 
bring  the  students  into  touch  with  the  great  amount  of  collateral 
material  available  for  this  purpose.  The  nucleus  of  a complete 
equipment  has  been  secured,  and  as  it  now  stands,  it  is  one  of  the 
best  equipments,  if  not  the  very  best,  of  its  kind  in  the  state. 
More  than  thirty  bromide  enlargements  of  photographs  of  Greek 
and  Roman  subjects  are  upon  the  walls.  The  necessary  reference 
books,  dictionaries,  histories,  charts  and  the  like,  are  at  hand.  A 
full  set  of  the  Teubner  Latin  texts,  some  special  author  lexicons, 
and  a good  number  of  the  most  valuable  volumes  on  the  special 
authors  studied,  have  been  secured.  Some  of  the  most  recent 
works  on  Roman  topography,  Greek  and  Roman  art  and  life,  have 
likewise  been  placed  before  the  students,  and  they  are  taught  the 
use  of  these,  as  a part  of  their  regular  work,  with  a view  to  hav- 
ing them  take  to  their  schools  an  enthusiastic  interest  in  the  study 
of  the  Classics. 

In  addition  to  the  material  belonging  to  the  department,  stu- 
dents have  access  to  the  shelves  of  the  Library,  where  can  be 
found  a good  large  number  of  volumes  bearing  directly  upon  the 
work  at  hand.  Also,  the  splendid  Houck  Collection  of  Statuary 
is  of  incalculable  value  to  the  work  of  the  department,  and  stu- 
dents here  have  an  opportunity  to  secure  an  accurate  knowledge 
of  some  of  the  very  best  work  of  the  great  masters. 

High  school  teachers  will  be  interested  especially  in  the  illus- 
trative materials  being  prepared,  in  model,  by  the  different  classes 
studying  Caesar’s  Gallic  Wars-  These  models  add  very  much  to 
the  interest  of  the  classes,  and  can  be  readily  reproduced  by  any 
student  in  any  school. 

Attention  is  called  to  the  increasing  demand  for  well-equipped 
teachers  of  Latin  in  the  high  schools  of  the  state,  especially  of 
Southeast  Missouri.  The  number  of  high  schools  increases  each 
year,  and  all  offer  courses  in  Latin.  Competent  teachers  of  the 
subject  are  always  in  demand,  and  those  who  are  preparing  for 
high  school  teaching  may  well  bear  this  in  mind,  and  profit  by 
this  suggestion. 


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45 


LATIN. 

i.  (a).  First  Latin,  Potter,  or  Collar  and  Daniell,  and  Col- 
lar’s Via  Latina.  The  year  is  given  to  a thorough  drill  in  forms 
and  the  simpler  constructions.  During  the  third  term  some  con- 
nected Latin  is  read,  as  an  introduction  to  the  work  of  the  second 
year.  For  beginners.  Five  hours  a week  for  three  terms. 

1.  (b).  First  Latin.  Same  as  i (a),  but  begins  with  the  work 
of  the  second  term.  For  students  who  have  had  at  least  one  term’s 
work. 

Students  who  are  not  satisfied  with  the  results  of  their  first 
year’s  work  in  Latin,  or  who  have  been  out  of  school  for  some 
time,  will  find  it  decidedly  profitable  to  enter  this  advanced  class 
and  make  thorough  preparation  for  the  work  of  the  second  year. 

For  the  student  of  average  capacity  and  industry,  Latin  is  not 
more  difficult  than  any  other  subject  of  real  value,  provided  he  is 
prepared  for  the  work  of  the  class  which  he  enters.  Time  spent 
in  thoroughly  mastering  the  subject  matter  of  the  first  year  is  well 
spent. 

Additional  classes  are  formed  whenever  the  demand  justifies- 
A class  for  beginners  is  regularly  offered  for  the  third  term. 

2.  Caesar,  Gallic  Wars  (Allen  & Greenough,  or  other  text). 
In  place  of  two  books  of  Caesar,  an  equivalent  amount  of  the  Lives 
of  Nepos  (Lindsay),  may  be  read.  Latin  Grammar  (Allen  & 
Greenough);  Prose  Composition  (Pearson);  Sight  reading;  As- 
signed readings.  Five  hours  a week  for  three  terms. 

3 Cicero,  Orations  (Alien  & Greenough,  D’Ooge,  or  other 
text).  In  place  of  one  oration,  Sallust’s  Catiline  (Greenough  & 
Daniell),  may  be  read,  or  other  equivalent  may  be  substituted. 
Latin  Grammar  (Allen  & Greenough);  Prose  Composition  (Pear- 
son); Sight  reading;  Assigned  readings.  Five  hours  a week  for 
three  terms. 

4.  Vergil,  Aeneid,  six  books  (Fairclough,  or  other  text).  In 
place  of  two  books  of  the  Aeneid,  the  Eclogues  and  parts  of  the 
Georgies,  or  about  1600  lines  of  the  Metamorphoses  of  Ovid 
(Miller),  or  other  equivalent,  may  be  read.  Prose  Composition 
(Daniell-Brown) ; Sight  reading;  Assigned  readings;  Latin  Versi- 
fication, especially  Dactylic  Hexameter.  Five  hours  a week  for 
three  terms. 


46 


Missouri  State  Normal  School 


5.  (a).  Horace,  Odes  (Smith,  or  Moore);  Livy,  Books  21 

and  22  (Greenough  & Peck);  Cicero,  de  Amicitia  (Price),  or  de 
Senectute  (Moore,  or  Bennett).  In  place  of  Livy  and  Cicero,  the 
Agricola  of  Tacitus,  and  selections  from  the  Letters  of  Cicero,  or 
other  equivalent,  may  be  substituted.  Latin  Literature  (Fowler); 
Sight  reading;  Assigned  readings.  Three  hours  a week  for  three 
terms. 

5.  (b).  Latin  Writing  (Miller).  Designed  to  accompany 
5 (a),  based  mainly  upon  Livy  and  Cicero’s  de  Senectute.  This 
course  is  especially  valuable  for  those  who  expect  to  teach  Latin. 
One  hour  a week  for  three  terms. 

6.  (a).  Tacitus,  Annals  (Allen);  Horace,  Satires  and  Epistles 
(Greenough,  or  Palmer);  Pliny,  Letters  (Westcott).  Substitutions 
of  equivalents  may  be  made  to  meet  special  demands.  Assigned 
readings.  Three  hours  a week  for  three  terms. 

6.  (b).  Roman  Life  and  Customs.  A course  based  upon 
Mau-Kelsey’s  Pompeii,  Johnston’s  Private  Life  of  the  Romans, 
and  Becker’s  Gallus,  and  requiring  a very  extensive  use  of  the 
various  volumes  available  in  the  Library.  This  course  is  of  great 
value  to  those  teachers  who  wish  to  make  their  work  in  Latin  es- 
pecially interesting  and  profitable,  even  in  the  earlier  years.  One 
hour  a week  for  three  terms. 

7.  (a).  Plautus,  Captivi;  Terrence,  Adelphi;  Rapid  reading 
from  several  writers,  including  Catullus,  Tibullus,  and  Propertius, 
or  equivalents.  Two  hours  a week  for  three  terms. 

7.  (b).  The  Fine  Arts  Among  the  Romans.  A brief  survey 
of  the  architecture,  painting,  and  sculpture  of  the  Romans,  based 
upon  potions  of  Von  Mach’s  History  of  Sculpture,  Hamlin’s  His- 
tory of  Architecture,  and  Goodyear’s  Roman  and  Madiaeval  Art, 
with  very  large  use  of  the  material  available  in  the  Library.  This 
course  will  be  of  great  value  to  prospective  teachers  of  Latin. 
One  hour  a week  for  three  terms. 

8.  Methods  of  Teaching  Latin.  The  purpose  of  this  course 
is  to  prepare  Latin  teachers  who  can  make  the  subject  both  inter- 
esting and  profitable  to  their  students.  The  general  plan  calls  for 
regular  observation  work,  reports,  conferences,  and  some  practice 
in  handling  exercises.  The  various  manuals  for  beginners  are  ex- 
amined and  discussed,  and  in  the  author  courses  the  entire  bibli- 
ography of  the  author  is  studied  carefully.  Special  attention  is 
given  to  the  methods  of  teaching  Latin  followed  both  in  this  coun- 


Missouri  State  Normal  School 


47 


try  and  in  Europe.  The  pamphlets  and  books  which  belong  to 
the  pedagogy  of  the  subject  are  used  constantly. 

(a) .  First  year  Latin.  Four  times  a week  for  the  fall  term. 

(b) .  Caesar.  Four  times  a week  for  the  winter  term. 

(c) .  Cicero.  Four  times  a week  for  the  spring  term.  Credit 
for  this  course  is  given  in  Methods  in  Education.  See  Department 
of  Education..  Course  7. 


GREEK. 

1.  First  Greek,  Benner  and  Smyth.  The  year  is  given  to  a 
thorough  drill  in  forms  and  the  simpler  constructions.  During  the 
third  term,  some  connected  Greek  is  read,  as  an  introduction  to 
the  work  of  the  second  year.  Five  hours  a week  for  three  terms. 

2.  Xenophon’s  Anabasis,  four  books  (Goodwin  and  White); 
Lysias,  Orations  (Morgan);  Greek  Grammar  (Goodwin);  Prose 
Composition  (Pearson);  Sight  reading;  Assigned  readings.  Three 
hours  a week  for  three  terms. 

3.  Homer,  Iliad,  four  books  (Seymour);  Herodotus,  Books 
5 and  6 (Merriam);  Demosthenes,  Philippics  (Tarbell);  Prose 
Composition;  Greek  Versification,  especially  Dactylic  Hexameter; 
Greek  Literature  (Wright);  Assigned  readings.  Three  times  a 
week  for  three  terms. 

4.  (a).  Thucydides,  Book  I (Morris);  Aeschylus,  Prometheus 
Bound  (Wecklein,  or  Sidgwick) ; Sophocles,  Oedipus  Tyrannus 
(White).  Substitutions  of  equivalents  may  be  made,  if  advisable. 
Three  hours  a week  for  three  terms. 

4.  (b).  Greek  Life  and  Customs,  and  the  Fine  Arts  among 
the  Greeks.  A course  based  upon  Gulick’s  Life  of  the  Ancient 
Greeks,  Tucker’s  Life  in  Ancient  Athens,  and  Von  Mach’s  Greek 
Sculpture,  and  requiring  very  large  use  of  the  volumes  available 
in  the  Library.  One  hour  a week  for  three  terms. 

5.  Greek  Literature  from  the  Translations.  A course  in  Greek 
literature  based  upon  the  translations,  primarily  for  the  benefit  of 
those  who  know  no  Greek,  but  who  wish  to  become  acquainted 
with  the  literature.  Wright’s  Greek  Literature  will  be  used  as  a 
handbook  with  constant  reference  to  others.  The  course  will  in- 
clude a study  of  the  Epic,  the  Drama,  and  History.  Two  hours  a 
week  for  three  terms. 


48 


Missouri  State  Normal  School 


THE  DEPARTMENT  OF  LATIN  AND  GREEK. 

The  friends  of  the  Missouri  State  Normal  School  and  of  clas- 
sical studies  will  be  interested  in  knowing  that  the  Department 
of  Latin  and  Greek  is  prospering  in  every  particular.  The  enroll- 
ment of  the  present  year  is  more  than  a third  larger  than  it  was 
last  year,  and  there  is  also  a decided  improvement  each  year  in 
the  grade  of  students  enrolled.  There  is  a remarkably  large  in- 
crease in  the  number  of  students  who  are  doing  work  of  college 
grade. 

A good  many  advanced  students  are  taking  Course  8,  Meth- 
ods of  Teaching  Latin,  which  is  proving  both  interesting  and  prof- 
itable. This  course  bids  fair  to  meet  a real  need  in  our  work  of 
preparing  teachers  who  can  teach  Latin  from  the  start,  without 
the  usual  loss  which  necessarily  attends  the  first  efforts  of  a young 
teacher.  The  attention  of  those  who  plan  to  teach  Latin  is  called 
to  this  course  in  particular. 


THE  LIBRARY  OF  THE 

DEC  3 - 1938 

UNIVERSITY  OF  ILLINOIS 


